A structural equation model analyzing the relationship of student achievement motivations and personality factors in a range of academic subject-matter areas

Contemporary Educational Psychology

Volumn 32, Issue 1, 2007, Pages 105-131

  Tempelaar, Dirk T ^a   Gijselaers, Wim H ^b   Schim van der Loeff, Sybrand ^a   Nijhuis, Jan F H ^b  

^a MAASTRICHT UNIVERSITY   (Netherlands)

^b MAASTRICHT UNIVERSITY   (Netherlands)

Author keywords

Achievement motivations; Affect; Correlated traits; Expectancy value model; First and second order factor models; Personality factors; Structural equation model; Subject domains

Indexed keywords

EID: 33846472487     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2006.10.004     Document Type: Article

References (49)

1. Ackerman P.L. Aptitude complexes and trait complexes. Educational Psychologist 38 (2003) 85-93
2. Ackerman P.L. Cognitive ability and non-ability trait determinants of expertise. Educational Researcher 32 (2003) 15-20
3. Ackerman P.L., Bowen K.R., Beier M.B., and Kanfer R. Determinants of individual differences and gender differences in knowledge. Journal of Educational Psychology 93 (2001) 797-825
4. Alexander P.A. Domain knowledge: evolving themes and emerging concerns. Educational Psychologist 27 (1992) 33-51
5. Alexander P.A. Mapping the multidimensional nature of domain learning: the interplay of cognitive, motivational, and strategic forces. In: Maehr M.L., and Pintrich P.R. (Eds). Advances in motivation and achievement Vol. 10 (1997), JAI Press, London 213-250
6. Bandalos D.L. The effects of item parceling on goodness-of-fit and parameter estimate bias in structural equation modeling. Structural Equation Modeling 9 (2002) 78-102
7. Bentler P.M., and Chou C. Practical issues in structural modeling. Sociological Methods and Research 16 (1987) 78-117
8. Biglan A. Relationships between subject matter characteristics and the structure and output of university departments. Journal of Applied Psychology 57 (1973) 204-213
9. Biglan A. The characteristics of subject matter in different academic areas. Journal of Applied Psychology 57 (1973) 195-203
10. Burke L.A., and Moore J.E. A perennial dilemma in OB education: engaging the traditional student. Academy of Management Learning and Education 2 (2003) 37-52
11. Byrne B.M. Structural equation modeling with LISREL, PRELIS, and SIMPLIS: basic concepts, applications, and programming (1998), Lawrence Erlbaum, Mahwah, NJ
12. Coffman D.L., and MacCallum R.C. Using parcels to convert path analysis models into latent variable models. Multivariate Behavioral Research 40 (2005) 235-259
13. Council of the European Union (2004). Education & training 2010: The success of the Lisbon strategy hinges on urgent reforms. Retrieved January 2, 2006, from .
14. Dauphinee T.L., Schau C., and Stevens J.J. Survey of attitudes toward statistics: factor structure and factorial invariance for women and men. Structural Equation Modeling 4 (1997) 129-141
15. Day E.A., Radosevich D.J., and Chasteen C.S. Construct- and criterion-related validity of four commonly used goal orientation instruments. Contemporary Educational Psychology 28 (2003) 434-464
16. De Raad B., and Schouwenburg H. Personality in learning and education: a review. European Journal of Personality 10 (1996) 303-336
17. Digman, J. M. (1990). Personality structure: emergence of the five-factor model. In M. R. Rosenzweig & L.W. Porter (Eds.), Annual Review of Psychology, 41, 417-440.
18. Eccles J.S., and Wigfield A. Motivational beliefs, values, and goals. Annual Review of Psychology 53 (2002) 109-132
19. Gagné P., and Hancock G.R. Measurement model quality, sample size, and solution property in confirmatory factor models. Multivariate Behavioral Research 41 (2006) 65-83
20. Goldberg, L.R. (2005). International personality item pool. Retrieved January 2, 2006, from .
21. Gow A.J., Whiteman M.C., Pattie A., and Deary I.J. Goldberg's Big-Five factor markers: internal consistency and concurrent validation in Scotland. Personality and Individual Differences 39 (2005) 317-330
22. Harris M.B., and Schau C. Successful strategies for teaching statistics. In: Davis S.N., Crawford M., and Sebrechts J. (Eds). Coming into her own: Educational success in girls and women (1999), Jossey-Bass, San Francisco 193-210
23. Hau K.T., and Marsh H.W. The use of item parcels in structural equation modelling: Non-normal data and small sample sizes. British Journal of Mathematical Statistical Psychology 57 (2004) 327-351
24. Hilton S.C., Schau C., and Olsen J.A. Survey of attitudes toward statistics: factor structure invariance by gender and by administration time. Structural Equation Modeling: A Multidisciplinary Journal 11 (2004) 92-109
25. Hu L., and Bentler P.M. Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal 6 (1999) 1-55
26. Judge T.A., and Ilies R. Relationship of personality to performance motivation: a meta-analytic review. Journal of Applied Psychology 87 (2002) 797-807
27. Kline R.B. Principles and practice of structural equation modeling. 2nd ed. (2005), Guilford Press, New York, NY
28. Kolb A.Y., and Kolb D.A. Learning styles and learning spaces: enhancing experiential learning in higher education. Academy of Management Learning and Education 4 (2005) 193-212
29. Kulikowich J.M., and DeFranco T.C. Philosophy's role in characterizing the nature of educational psychology and mathematics. Educational Psychologist 38 (2003) 147-156
30. Lawless K.A., and Kulikowich J.M. Domain knowledge and individual interest: the effects of academic level and specialization in statistics and psychology. Contemporary Educational Psychology 31 (2006) 30-43
31. Marsh H.W., Hau K.T., Balla J.R., and Grayson D. Is more ever too much? The number of indicators per factor in confirmatory factor analysis. Multivariate Behavioral Research 33 (1998) 181-220
32. Marsh H.W., Trautwein U., Lüdtke O., Köller O., and Baumert J. Integration of multidimensional self-concept and core personality constructs: construct validation and relations to well-being and achievement. Journal of Personality 74 (2006) 403-456
33. Marsh H.W., and Yeung A.S. The distinctiveness of affects in specific school subjects: An application of confirmatory factor analysis with the National Educational Longitudinal Study of 1988. American Educational Research Journal 33 (1996) 665-689
34. Matthews G., and Zeidner M. Traits, states, and the trilogy of mind: an adaptive perspective on intellectual functioning. In: Dai D.Y., and Sternberg R.J. (Eds). Motivation, emotion, and cognition: Integrative perspectives on intellectual development and functioning (2004), Lawrence Erlbaum, Mahwah, NJ 143-174
35. Pajares F., and Schunk D. The self and academic motivation: theory and research after the cognitive revolution. In: Royer J.M. (Ed). The cognitive revolution in educational psychology (2005), Information Age Publishing, Greenwich, CT 165-198
36. Paulsen M.B., and Wells C.T. Domain differences in the epistemological beliefs of college students. Research in Higher Education 39 (1998) 365-384
37. Pintrich P.R., and Schunk D.H. Motivation in education: Theory, research, and applications (2002), Pearson Education, Upper Saddle River, NJ
38. Schau, C. (2003). Students' attitudes: The "other" important outcome in statistics education. Paper presented in the Joint Statistical Meetings, San Francisco, CA.
39. Schau, C., Dauphinee, T. L., Del Vecchio, A., & Stevens, J. (1999). Survey of attitudes toward statistics (SATS). Retrieved January 2, 2006, from .
40. Schau C., Stevens J., Dauphinee T.L., and Del Vecchio A. The development and validation of the survey of attitudes toward statistics. Educational and Psychological Measurement 55 (1995) 868-875
41. Schommer-Aikins M., Duell O.K., and Barker S. Epistemological beliefs across domains using Biglan's classification of academic disciplines. Research in Higher Education 44 (2003) 347-366
42. Schumacker R.E., and Lomax R.G. A beginner's guide to structural equation modeling (2004), Lawrence Erlbaum, Mahwah, NJ
43. Sorge, C., & Schau, C. (2002, April). Impact of engineering students' attitudes on achievement in statistics. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
44. Tempelaar, D.T., Schim van der Loeff, S., & Gijselaers, W.H., (2006). Achievement motivations, personality factors and course performance in a range of academic subjects. Maastricht: submitted for publication.
45. Vermetten Y.J., Lodewijks H.G., and Vermunt J.D. The role of personality traits and goals orientations in strategy use. Contemporary Educational Psychology 26 (2001) 149-170
46. Weiner B. Human motivation: Metaphors, theories, and research (1992), SAGE Publications, Newbury Park, CA
47. Wigfield A., and Eccles J.S. The development of achievement task values: a theoretical analysis. Developmental Review 12 (1992) 265-310
48. Wigfield A., and Eccles J.S. Expectancy--value theory of achievement motivation. Contemporary Educational Psychology 25 (2000) 68-81
49. Wigfield A., and Eccles J.S. The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In: Wigfield A., and Eccles J.S. (Eds). Development of achievement motivation (2002), Academic Press, San Diego 92-120