Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Sign In to gain access to subscriptions and/or personal tools.
Educational and Psychological Measurement
This Article
Right arrow Full Text (PDF)
Right arrow All Versions of this Article:
0013164407308478v1
68/3/464    most recent
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Martin, A. J.
Right arrow Articles by Malmberg, L.-E.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Performance and Mastery Orientation of High School and University/College Students

A Rasch Perspective

Andrew J. Martin

University of Sydney, a.martin{at}edfac.usyd.edu.au

Herbert W. Marsh

University of Oxford

Raymond L. Debus

University of Sydney

Lars-Erik Malmberg

University of Oxford

This investigation assesses performance and mastery orientation from a Rasch perspective among high school and university students and provides a complementary approach to the factor analytic methods typical in goal theory research. Data shows that both school and university students are high in mastery orientation relative to performance orientation, and there is broad agreement for the separation of performance and mastery orientation. However, there are fewer school—university differences on performance orientation than mastery orientation, with university students more mastery oriented than high school students. Although performance orientation holds up well from a psychometric perspective, data indicates that for both school and university samples, mastery orientation items do not adequately differentiate high— from low—mastery-oriented students. Finally, the Rasch approach suggests that for both school and university students, there may exist a hierarchical structure to performance and mastery orientation. Implications for goal theory and the measurement of goal orientations are discussed.

Key Words: Rasch • goal theory • performance orientation • mastery orientation

This version was published on June 1, 2008

Educational and Psychological Measurement, Vol. 68, No. 3, 464-487 (2008)
DOI: 10.1177/0013164407308478
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?