NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ778298
Record Type: Journal
Publication Date: 2007-Dec
Pages: 18
Abstractor: Author
Reference Count: 58
ISSN: ISSN-0144-3410
Persistence of Performance-Approach Individuals in Achievement Situations: An Application of the Rasch Model
Sideridis, Georgios D.
Educational Psychology, v27 n6 p753-770 Dec 2007
Research in goal theory has often relied on the general linear model, ignoring some central assumptions of the theoretical framework under investigation. The purpose of the two studies reported here was to illustrate how the Rasch model can supplement traditional statistical analyses when evaluating the effects of goal orientations on persistence. In Study 1, 41 adolescents participated in a series of insolvable puzzles. Means analyses failed to reveal differences between mastery-approach and performance-approach students. Application of the Rasch model, and in particular the differential item functioning procedure, indicated that mastery students were more severely challenged by the last puzzle, compared to performance approach students, with their probability of persisting being significantly lower. The findings of Study 1 were replicated in Study 2 with a sample of 37 college students who were also given a series of insolvable puzzles. The findings suggest that use of the Rasch model can be particularly fruitful for our understanding of the complex achievement-goal relationship. (Contains 4 figures and 6 endnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece