Measurement Invariance of Achievement Motives Model in the international PISA test 2018 in the Jordanian sample

Articles in Press

Document Type : Original Article

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Department of Education and Psychology, College of Education and Arts, University of Tabuk, Tabuk, Saudi Arabia

Abstract

Measuring the affective aspects of students is no less important than measuring the cognitive aspects, so the current study aimed to investigate the measurement invariance of the achievement motivation among students in the Jordanian sample according to the school type variable in the international PISA test 2018, and the measurement model for achievement motivation questionnaire in the PISA appeared in three latent factors: attitudes toward competition, motivation for mastery, and fear of failure, included (10) items of the four-point Likert scale type (strongly agree, agree, disagree, strongly disagree). The size of the Jordanian sample, after filtering it with appropriate statistical treatments, reached 8237 divided into three types of schools: male schools, female schools, and mixed schools. The study concluded that there was configural and metrical measurement invariance, but the scaler and residuals measurement invariance were not achieved. This result indicates the difficulty of making statistical comparisons according to the school type variable on the achievement motivation scale in the international PISA test, and recommendations were presented in this study.

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Journal of Faculty of Education- Assiut University

Articles in Press, Accepted Manuscript
Available Online from 29 January 2025

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