A latent profile analysis of college students’ achievement goal orientation

2007 ◽  
Vol 32 (1) ◽  
pp. 8-47 ◽  
Author(s):  
Dena A. Pastor ◽  
Kenneth E. Barron ◽  
B.J. Miller ◽  
Susan L. Davis
Keyword(s):  
College Students ◽  
Goal Orientation ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Latent Profile

Using Latent Profile Analysis to Identify Noncognitive Skill Profiles Among College Students

2016 ◽  
Vol 88 (2) ◽  
pp. 234-257 ◽  
Author(s):  
Margarita Olivera-Aguilar ◽  
Samuel H. Rikoon ◽  
Steven B. Robbins
Keyword(s):  
College Students ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Latent Profile

Achievement goal orientation and stimulant misuse in college students

2019 ◽  
pp. 1-9 ◽  
Author(s):  
Kevin M. Antshel ◽  
Theresa Parascandola ◽  
Lea E. Taylor ◽  
Stephen V. Faraone
Keyword(s):  
College Students ◽  
Goal Orientation ◽  
Achievement Goal ◽  
Achievement Goal Orientation

College Students’ Achievement Goal Orientation and Motivational Regulations in Physical Activity Classes: A Test of Gender Invariance

2015 ◽  
Vol 34 (1) ◽  
pp. 2-17 ◽  
Author(s):  
Xiaoxia Su ◽  
Ron E. McBride ◽  
Ping Xiang
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Goal Orientation ◽  
Female Students ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Activity Class ◽  
Male And Female ◽  
Approach Goals ◽  
Mastery Approach

The current study examined the measurement invariance across 361 male and female college students’ 2 × 2 achievement goal orientation and motivational regulations. Participants completed questionnaires assessing their achievement goals and motivational regulations. Multigroup CFA analyses showed that male and female students’ scores were fully invariant at the configural, metric, and scalar levels. Multigroup SEM analyses revealed that mastery-approach goals positively predicted intrinsic regulation and identified regulation. It also revealed that performance-approach goal was a stronger predictor of external regulation among female students than among male students. Collectively, these results provide evidence that researchers can make valid inferences about differences in achievement goal and self-regulation scores across male and female students. This study also supports the view that mastery-approach goals are motivationally beneficial, especially among female students, in college physical activity class settings.

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