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Examining the Effectiveness and Efficiency of an Innovative Achievement Goal Measurement for Preschoolers

A large number of studies have investigated achievement goals and their related antecedents and consequences above elementary school level. However, few studies have implemented achievement goal assessment to investigate achievement goals and their relevance for preschoolers. In particular, no valid...

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Autor principal: Wu, Chung Chin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8766295/
https://www.ncbi.nlm.nih.gov/pubmed/35069320
http://dx.doi.org/10.3389/fpsyg.2021.741088
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author Wu, Chung Chin
author_facet Wu, Chung Chin
author_sort Wu, Chung Chin
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description A large number of studies have investigated achievement goals and their related antecedents and consequences above elementary school level. However, few studies have implemented achievement goal assessment to investigate achievement goals and their relevance for preschoolers. In particular, no valid measurement has been developed for preschoolers’ self-reporting of their achievement goals. The main purposes of this study were twofold: (1) To develop an innovative achievement goal measurement for preschoolers, and to investigate the best theoretical model for understanding preschoolers’ achievement goal across gender. (2) To examine the effectiveness and efficiency of the pictorial and pure text measurement format and approaches (for young children’s self-reporting and teachers’ rating purposes, respectively). A total of 364 preschoolers aged 5 years participated in self-report activity, and 32 preschool teachers obtained consent to rate 193 out of 364 preschoolers. Results showed: (1) the developed achievement goal measurement was a valid tool for understanding preschoolers’ achievement goals and was equally suitable for boys and girls. (2) The 6-factor achievement goal model was the best theoretical perspective for understanding preschoolers’ achievement goals for both boys and girls. (3) The pictorial measurement format for preschoolers’ self-reporting of achievement goals was a more effective but less efficient way to investigate preschoolers’ achievement goals, while the opposite was the case for the pure text measurement format for teachers’ ratings. Implications for achievement goal literature and future research are discussed.
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spelling pubmed-87662952022-01-20 Examining the Effectiveness and Efficiency of an Innovative Achievement Goal Measurement for Preschoolers Wu, Chung Chin Front Psychol Psychology A large number of studies have investigated achievement goals and their related antecedents and consequences above elementary school level. However, few studies have implemented achievement goal assessment to investigate achievement goals and their relevance for preschoolers. In particular, no valid measurement has been developed for preschoolers’ self-reporting of their achievement goals. The main purposes of this study were twofold: (1) To develop an innovative achievement goal measurement for preschoolers, and to investigate the best theoretical model for understanding preschoolers’ achievement goal across gender. (2) To examine the effectiveness and efficiency of the pictorial and pure text measurement format and approaches (for young children’s self-reporting and teachers’ rating purposes, respectively). A total of 364 preschoolers aged 5 years participated in self-report activity, and 32 preschool teachers obtained consent to rate 193 out of 364 preschoolers. Results showed: (1) the developed achievement goal measurement was a valid tool for understanding preschoolers’ achievement goals and was equally suitable for boys and girls. (2) The 6-factor achievement goal model was the best theoretical perspective for understanding preschoolers’ achievement goals for both boys and girls. (3) The pictorial measurement format for preschoolers’ self-reporting of achievement goals was a more effective but less efficient way to investigate preschoolers’ achievement goals, while the opposite was the case for the pure text measurement format for teachers’ ratings. Implications for achievement goal literature and future research are discussed. Frontiers Media S.A. 2022-01-05 /pmc/articles/PMC8766295/ /pubmed/35069320 http://dx.doi.org/10.3389/fpsyg.2021.741088 Text en Copyright © 2022 Wu. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Wu, Chung Chin
Examining the Effectiveness and Efficiency of an Innovative Achievement Goal Measurement for Preschoolers
title Examining the Effectiveness and Efficiency of an Innovative Achievement Goal Measurement for Preschoolers
title_full Examining the Effectiveness and Efficiency of an Innovative Achievement Goal Measurement for Preschoolers
title_fullStr Examining the Effectiveness and Efficiency of an Innovative Achievement Goal Measurement for Preschoolers
title_full_unstemmed Examining the Effectiveness and Efficiency of an Innovative Achievement Goal Measurement for Preschoolers
title_short Examining the Effectiveness and Efficiency of an Innovative Achievement Goal Measurement for Preschoolers
title_sort examining the effectiveness and efficiency of an innovative achievement goal measurement for preschoolers
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8766295/
https://www.ncbi.nlm.nih.gov/pubmed/35069320
http://dx.doi.org/10.3389/fpsyg.2021.741088
work_keys_str_mv AT wuchungchin examiningtheeffectivenessandefficiencyofaninnovativeachievementgoalmeasurementforpreschoolers