The ten-goal structure is completely invariant across instructor status groups, but groups differ in mean goal levels.¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i2 medium
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Multi-group CFA indicated complete measurement invariance across full professors, postdoc staff, and staff without a PhD. → Daumiller 2019 q3 i2 A MANOVA revealed significant mean-level differences between the three status groups (Wilks Λ = .889, F(20,1934) = 5.874, p < .001, η² = .06). → Daumiller 2019 (2)

Evidence¶

Daumiller 2019¶

Daumiller, M., Dickhäuser, O., & Dresel, M. (2019). University Instructors' Achievement Goals for Teaching. Journal of Educational Psychology, 111(1), 131–148. https://doi.org/10.1037/edu0000271

q3 · i? · associational · r2

Multi-group confirmatory factor analyses across the three status groups (221 full professors, 370 postdoc staff, 427 staff without a PhD) showed the more parsimonious models did not fit worse, "indicating complete measurement invariance across the status groups".

"The –2ΔLL difference tests were not statistically significant, and ΔCFI and ΔRMSEA were under the commonly suggested cut-off values of ΔCFI = .02 and ΔRMSEA = .015 (Chen, 2007), indicating complete measurement invariance across the status groups."

Daumiller 2019 (2)¶

Daumiller, M., Dickhäuser, O., & Dresel, M. (2019). University Instructors' Achievement Goals for Teaching. Journal of Educational Psychology, 111(1), 131–148. https://doi.org/10.1037/edu0000271

q3 · i2 · associational · r2

Multivariate analysis of variance on latent goal means "revealed signif- icant differences between the three groups of instruc- tors" (η² = .06); full professors reported fewer work avoidance and appearance goals, staff without a PhD stronger work avoidance and appearance avoidance goals and fewer learning approach goals.

"a MANOVA with all 10 goal classes as dependent varia- bles and group membership as a factor revealed signif- icant differences between the three groups of instruc- tors (Wilks = .889; multivariate F(20,1934) = 5.874; p < .001; 2 = .06)."

Discussion¶

Related Claims¶

• University instructors' performance goals split into four classes: appearance and normative components, each approach and avoidance. — related
• University instructors' achievement goals differentially predict positive affect, attitudes towards help, and self-reported teaching quality, with effects invariant across status groups. — related
• A ten-goal-class model fits university instructors' achievement goals for teaching and was robust in cross-validation. — related