TY - JOUR
T1 - Development and validation of the persistent academic possible selves scale for adolescents (PAPSS)
AU - Lee, Jieun
AU - Husman, Jenefer
AU - Green, Samuel B.
AU - Brem, Sarah K.
N1 - Funding Information:
The study was supported by the Arizona State University Graduate and Professional Student Association's JumpStart Grant Program and Graduate Research Support Program ; the Arizona Board of Regents' Doctoral Research Grant Program ; the National Science Foundation under No. EHR-0546856 and DRL-0833773 . Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© 2016 Elsevier Inc.
PY - 2016/12/1
Y1 - 2016/12/1
N2 - The Persistent Academic Possible Selves Scale for Adolescents (PAPSS: 51items) was developed to measure diverse aspects of future-oriented motivation and future-oriented self-regulated learning in pursuing academic future goals. To validate the scale, (a) the internal structure of the PAPSS was examined (N = 495) and (b) the PAPSS was assessed in comparison with the Oyserman (2004) open-ended possible selves questionnaire as predictors of external measures (N = 302) using Multi-Goal Multi-Theory analysis. Overall, the results supported the construct validity of the PAPSS. The final factor structure included three persistent academic goal factors (improving grades, better student, and more attention in class) and five theory-based factors (social group identity, peer group identity, self-concept, motivational self-regulated learning, and performance). The structure demonstrated good model fit. Based on its relationships with external measures as well as theory, the PAPSS has advantages over other available measures.
AB - The Persistent Academic Possible Selves Scale for Adolescents (PAPSS: 51items) was developed to measure diverse aspects of future-oriented motivation and future-oriented self-regulated learning in pursuing academic future goals. To validate the scale, (a) the internal structure of the PAPSS was examined (N = 495) and (b) the PAPSS was assessed in comparison with the Oyserman (2004) open-ended possible selves questionnaire as predictors of external measures (N = 302) using Multi-Goal Multi-Theory analysis. Overall, the results supported the construct validity of the PAPSS. The final factor structure included three persistent academic goal factors (improving grades, better student, and more attention in class) and five theory-based factors (social group identity, peer group identity, self-concept, motivational self-regulated learning, and performance). The structure demonstrated good model fit. Based on its relationships with external measures as well as theory, the PAPSS has advantages over other available measures.
KW - Academic possible selves
KW - Adolescence
KW - Scale development
KW - Self-regulated learning
KW - Structural equation modeling
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U2 - 10.1016/j.lindif.2016.09.005
DO - 10.1016/j.lindif.2016.09.005
M3 - Article
AN - SCOPUS:84992514296
SN - 1041-6080
VL - 52
SP - 19
EP - 28
JO - Learning and Individual Differences
JF - Learning and Individual Differences
ER -