Using Multilevel Confirmatory Factor Analysis to Understand Students’ Perceptions of Classroom Goal Structure

• In Event: Achievement Goal Theory: New Research and Applications

Abstract

This paper presents methodological considerations in using student reports of classroom goal structures to characterize classrooms. We employ multilevel confirmatory factor analysis with a sample of 1,406 seventh and 1,822 eighth grade students (total N = 3,288) in 188 mathematics classrooms. Consistent with prior research, the theorized model of classroom goal structure (mastery and performance-approach) fit well to represent students within the same classroom at level 1 (SRMRwithin = .06). However, the model did not represent the expected goal structures at the classroom level 2 (SRMRbetween = .46). This suggests a need to examine the construct validity of classroom goal structures to describe classrooms. Implications for measurement and analysis on classroom goal structure research are discussed.

Authors

• Arena C. Lam, University of California - Irvine

• Erik Ruzek, University of Virginia

• Katerina Schenke, University of California - Irvine

• AnneMarie M. Conley, University of California - Irvine

• Stuart A. Karabenick, University of Michigan