出版社：Australian Institutes for Educational Research
摘要：Social motivations of young adolescents are strongly influenced by differing levels ofsocial achievement goals, which in turn are affected by a number of factors. Specifyingthese factors, especially those effective on achievement, can help improve conditions forlearning. A thorough approach would include a generalisable pattern of behaviour tooffer global explanations in and out of classroom interactions. This study aimed atassessing the factorial validity and measurement invariance of Social Achievement GoalsScale (SAG) and its perception by students from low and high socio-economic status inan urban setting with a sample of 1643 middle school students. Confirmatory factoranalyses and measurement invariance analyses across gender were performed and meandifferences between low and moderate high socio-economic status were sought.Proposed factorial structure of the SAG measure was confirmed and measurementinvariance results indicated that SAG was measuring the same construct in the same wayfor female and male students. Male students were found to have slightly stronger socialdevelopment, social demonstration-approach, and social demonstration-avoid goals thantheir female counterparts. Moderate-high socio-economic status students hadsignificantly higher social achievement goals than low socio-economic status students.
