TY - JOUR
T1 - Cognitive abilities and motivational processes in science achievement and engagement
T2 - A person-centered analysis
AU - Lau, Shun
AU - Roeser, Robert W.
N1 - Funding Information:
This research was funded in part by a grant from the National Science Foundation (REC-962893, “Multidimensional Student Assessments for High School Mathematics and Science”) and in part by the National Center for Research on Evaluation, Standards, and Student Testing (CRESST), under the Educational Research and Development Centers Program, PR/Award Number R305B90002, as administered by the Office of Educational Research and Improvement, U.S. Department of Education. The findings and opinions expressed in this report do not reflect the positions or policies of the National Science Foundation, the National Institute on Student Achievement, Curriculum, and Assessment, the Office of Educational Research and Improvement, or the U.S. Department of Education. We want to thank our colleagues Drs. Richard J. Shavelson, Haggai Kupermintz, Susan Schultz, Angela Haydel, Carlos Ayala, Gisell Quihuis, and Larry Gallagher. This paper is dedicated to the memory of Richard E. Snow.
PY - 2008/12
Y1 - 2008/12
N2 - This study adopted a person-centered approach to examine organized patterns of psychological factors and their relations to achievement and engagement in a sample of high school students. Four types of students characterized by unique configurations of cognitive, motivational, and affective characteristics were identified in both the male and female subsamples using inverse factor analysis. Type membership was found to distinguish students in various indicators of science achievement and engagement. Two of the four types were also found to generalize across gender groups. These two generalizable types showed many parallels to Dweck's [(1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.] descriptions of mastery-oriented and helpless patterns. This study provides empirical evidence for the replicability, generalizability, and validity of the identified types in the domain of science. It also demonstrates the importance of examining holistic patterns of the individual's functioning and the utility of inverse factor analysis in person-centered research.
AB - This study adopted a person-centered approach to examine organized patterns of psychological factors and their relations to achievement and engagement in a sample of high school students. Four types of students characterized by unique configurations of cognitive, motivational, and affective characteristics were identified in both the male and female subsamples using inverse factor analysis. Type membership was found to distinguish students in various indicators of science achievement and engagement. Two of the four types were also found to generalize across gender groups. These two generalizable types showed many parallels to Dweck's [(1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.] descriptions of mastery-oriented and helpless patterns. This study provides empirical evidence for the replicability, generalizability, and validity of the identified types in the domain of science. It also demonstrates the importance of examining holistic patterns of the individual's functioning and the utility of inverse factor analysis in person-centered research.
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U2 - 10.1016/j.lindif.2007.11.002
DO - 10.1016/j.lindif.2007.11.002
M3 - Article
AN - SCOPUS:55749108035
SN - 1041-6080
VL - 18
SP - 497
EP - 504
JO - Learning and Individual Differences
JF - Learning and Individual Differences
IS - 4
ER -