Assessing the psychometric properties of the achievement goals questionnaire across task contexts

A program of research is necessary to examine the psychometric properties of instruments designed to measure individuals’ achievement goal orientations. Recently, research on achievement goal orientation has examined the stability of achievement goals to assess how context might influence individuals’ achievement goals. Accordingly, studies are necessary to establish factorial invariance across contexts. We examined the psychometric properties of the Achievement Goal Questionnaire (AGQ; Elliot & McGregor, 2001) across task contexts within a single classroom environment. We tested the factor structure by comparing five competing models and evaluated the invariance of the factor structure across four task contexts. Results revealed that the hypothesized four-factor structure was replicated, construct- and discriminantrelated evidence of validity were supported, and both internal consistency and test-retest reliability estimates were satisfactory. Moreover, invariance held at all levels across the various contexts.Keywords: Achievement goal orientation, measurement, factorial invariance, psychometrics, reliability.Un programme de recherche est nécessaire afin d'examiner les propriétés psychométriques d'instruments conçus pour mesurer les orientations des individus envers des objectifs de réussite. Récemment, la recherche sur l'orientation envers des objectifs de réussite s'est intéressée à la stabilité de ces objectifs afin d'évaluer comment le contexte pouvait influer les orientations envers des objectifs de réussite chez divers individus. C'est d'ailleurs ceci qui justifie les études permettant d'établir l'invariance factorielle quels que soient les contextes examinés. À cet effet, nous avons examiné les propriétés psychométriques du questionnaire sur les objectifs de réussite (AGQ ; Elliot et McGregor, 2001) dans différents contextes d'activité au sein d'un seul même environnement en salle de classe. Nous avons étudié la structure factorielle en comparant cinq modèles différents et avons évalué l'invariance de cette structure selon quatre contextes d'activités. Les résultats indiquent que la structure à quatre facteurs proposée a été reproduite, que la validité discriminante et des constructs ont été soutenues, et que les coefficients estimés de l'uniformité interne et de la fiabilité test-rest sont satisfaisants. D'ailleurs, l'invariance a été soutenue à tous les niveaux quels que soient les contextes examinés.Mots-clés: Les orientations envers des objectifs de réussite, la mesure, les propriétés psychométriques, l'invariance factorielle, la fiabilité

The Role of Calibration Bias and Performance Feedback in Achievement Goal Regulation

Do achievement goals change across time in response to performance feedback? Does goal orientation relate to calibration of estimated to actual achievement? We studied these issues over three tasks spanning a semester-long course where ninety-nine undergraduates received feedback about performance on each task. Learners were consistently and quite substantially biased in estimating performance with bias inversely related to actual performance. Goal orientation was not stable across time as a function of task, and it varied in some tasks in relation to calibration accuracy. These findings demonstrate goal orientations are sensitive to task and feedback. Moreover, goal orientation had varying and sometimes no relation to achievement, with calibration bias mediating most of the relations. In an authentic setting where learners experience multiple tasks over time, it is important to consider individuals’ calibration bias for performance on specific tasks. Calibration bias may be a key factor in learners’ regulation of achievement goals

Exploring Relations between Teachers’ Beliefs, Instructional Practices, and Students’ Beliefs in Statistics

We examined the epistemic climate of statistics classrooms across two different classrooms by measuring teachers’ espoused beliefs about teaching statistics and observing their teaching practices. We then explored whether students’ beliefs became more aligned with the epistemic climate of the classroom over time. Post-secondary students’ beliefs were measured at the beginning and end of the semester. To measure the epistemic climate, teachers completed self-reports of their beliefs about teaching and learning, and participated in two semi-structured interviews at the beginning and end of the semester. Moreover, several classroom observations were conducted over the course of the semester. Analyses of the data revealed that for one group of students in one class, their beliefs were well aligned with the classroom climate and remained stable over time whereas for the other group of students, their beliefs shifted over time to align with the classroom climate

Teachers\u27 Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration?

In this article, we argue that teachers\u27 epistemic cognition, in particular their thinking about epistemic aims and reliable processes for achieving those aims, may impact students\u27 understanding of complex, controversial issues. This is because teachers\u27 epistemic cognition may facilitate or constrain their implementation of instruction aiming to engage students in reasoned argumentation through classroom dialogue. We also suggest that teachers may need to reflect on their own epistemic cognition in the context of dialogue-based instruction in order to calibrate it with the aim of deep understanding and the reliable process of reasoned argumentation, which underlie such instruction. Based on our discussion of relevant theoretical frameworks and related empirical evidence, we identify several promising directions for future theoretical and empirical work in this area. In a unique way, this article brings together theoretical frameworks and bodies of empirical work that hitherto have been discussed separately to provide new insights into the potential relationship between teachers\u27 epistemic cognition and students\u27 understanding

Teachers' Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration?

In this article, we argue that teachers' epistemic cognition, in particular their thinking about epistemic aims and reliable processes for achieving those aims, may impact students' understanding of complex, controversial issues. This is because teachers' epistemic cognition may facilitate or constrain their implementation of instruction aiming to engage students in reasoned argumentation through classroom dialogue. We also suggest that teachers may need to reflect on their own epistemic cognition in the context of dialogue-based instruction in order to calibrate it with the aim of deep understanding and the reliable process of reasoned argumentation, which underlie such instruction. Based on our discussion of relevant theoretical frameworks and related empirical evidence, we identify several promising directions for future theoretical and empirical work in this area. In a unique way, this article brings together theoretical frameworks and bodies of empirical work that hitherto have been discussed separately to provide new insights into the potential relationship between teachers' epistemic cognition and students' understanding. The final version of this research has been published in Educational Psychologist. © 2017 Taylor & Franci

Classroom Emotions in Civic Education: A Multilevel Approach to Antecedents and Effects

Classroom emotions are major predictors of student learning and academic outcomes. Emotions might be of particular significance in civic education, where oftentimes highly controversial and heated debates take place. We examined antecedents and effects of classroom emotions in civic education through the lens of the control-value theory, where emotions are categorized in terms of valence (positive/negative) and arousal (activating/deactivating). Specifically, we investigated the classroom climate during discussions of political and social issues as an antecedent of students’ enjoyment, shame, anxiety, and boredom, in addition to a possible mediation effect of these emotions on political knowledge and participation as core outcomes in this domain. We tested our assumptions based on data from 1,117 students at vocational schools (grades 10–13). Multilevel structural equation modeling revealed different results based on the valence of emotions, showing a positive relation between an open classroom climate and enjoyment and negative relations with anxiety and boredom. No support was provided for the relation to shame. Enjoyment related positively, and all negative emotions (shame, anxiety, boredom) negatively to achievement on the knowledge test. In terms of arousal, all activating emotions (enjoyment, shame, anxiety) related positively to intended political participation. Furthermore, enjoyment mediated the association between classroom climate and intended political participation at the student level. Thus, this study strongly supports the theoretical assumptions of the control-value theory. Pedagogically, the results imply that fostering a classroom context that is open to diverse opinions can prevent the experience of negative emotions and increase students’ experience of enjoyment

Measuring emotions during epistemic activities: the epistemically-related emotion scales

Measurement instruments assessing multiple emotions during epistemic activities are largely lacking. We describe the construction and validation of the Epistemically- Related Emotion Scales, which measure surprise, curiosity, enjoyment, confusion, anxiety, frustration, and boredom occurring during epistemic cognitive activities. The instrument was tested in a multinational study of emotions during learning from conflicting texts (N = 438 university students from the United States, Canada, and Germany). The findings document the reliability, internal validity, and external validity of the instrument. A seven-factor model best fit the data, suggesting that epistemically-related emotions should be conceptualised in terms of discrete emotion categories, and the scales showed metric invariance across the North American and German samples. Furthermore, emotion scores changed over time as a function of conflicting task information and related significantly to perceived task value and use of cognitive and metacognitive learning strategies

Exploring the antecedents and consequences of epistemic emotions

Across two studies, we evaluated a model that proposed relations between epistemic cognition, epistemic emotions, self-regulatory strategies, and learning of complex contradictory content. For Study 1, to capture epistemic cognition, epistemic emotions, and self-regulatory strategies, 114 undergraduate students thought out loud while reading conflicting texts about climate change. Protocol analysis revealed that epistemic aims, epistemic congruity, and appraisals of novelty and complexity of information served as antecedents to epistemic emotions. State-transition analyses revealed that curiosity increased the likelihood of metacognitive self-regulation, and that surprise decreased the likelihood of rehearsal and increased the likelihood of critical thinking. For Study 2, participants reported epistemic beliefs, read contradictory texts about climate change, reported emotions experienced while reading, and completed a knowledge assessment task. Path analyses revealed full mediation between epistemic beliefs, epistemic emotions, learning strategies and learning achievement. More constructivist beliefs about the complexity, uncertainty and justification of knowledge predicted more curiosity, less surprise, and less boredom. Curiosity, in turn, predicted critical thinking, knowledge elaboration and rehearsal strategies. Finally, critical thinking and rehearsal positively predicted learning achievement. Implications for research on epistemic cognition, epistemic emotions, and self-regulated learning are discussed

Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving

We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technology-rich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for learning (control condition). Students’ conceptualizations (task definitions) of the problem, self-regulatory processes, and mathematics achievement were then compared across the 2 conditions. To measure task definitions of the mathematics problem, students developed concept maps of the problem using a tablet application. To capture self-regulatory processes, students were asked to think out loud as they solved the problem. Results revealed that students in the learning by preparing to teach intervention developed a more detailed and better-organized concept map of the problem compared with students in the control condition. Students in the learning by preparing to teach intervention also engaged in more metacognitive processing strategies and had higher levels of mathematics problem solving achievement compared with students in the control condition. No differences were found, however, in planning and goal setting or in use of cognitive strategies across the 2 conditions. Implications of this research suggest students’ initial task definitions may be a key factor in differences found when learning by teaching compared with solely learning for learning. (PsycINFO Database Record (c) 2016 APA, all rights reserve

Identity and epistemic emotions during knowledge revision: A potential account for the backfire effect

Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether emotions mediate the relationship between self-concept and learning from refutation texts. In an experimental design, 120 undergraduate students responded to a questionnaire focused on their dietary self-concept and were randomly assigned to read an expository or refutation text on the topic of genetically modified foods. Immediately after reading, participants self-reported their emotions followed by completing post-test measures of their knowledge and attitudes of the topic. Results showed an interaction between self-concept and text condition on emotions wherein self-concept predicted negative emotions (i.e., confusion, anxiety, frustration) while reading a refutation text specifically. Further, negative emotions significantly mediated relations between self-concept and post-test knowledge and attitudes. Implications for educational design and future research are discussed