Andrew J Martin1. 1. Faculty of Education and Social Work, University of Western Sydney, Australia. a.martin@edfac.usyd.edu.au
Abstract
BACKGROUND: This study seeks to identify the cornerstones of personal bests (PBs) in the educational setting. AIMS: The study proposes a multidimensional PB model in which students are most likely to attain PBs on tasks/goals that are (1) specific, (2) challenging, (3) competitively self-referenced, and (4) self-improvement based. SAMPLE: The study draws upon data from 1,016 students from 5 Australian high schools. METHODS: The hypothesized 4-factor structure, its invariance across gender and year-level, and the predictive utility of PBs are tested using confirmatory factor analysis and structural equation models with particular focus on the contribution of a higher-order PB construct to measures of persistence, class participation, educational aspirations, and enjoyment of school. The fundamental dimensions of the model are further tested using multidimensional scaling. RESULTS: The 4-factor structure fit the data well and significantly predicted persistence, class participation, educational aspirations, and enjoyment of school. The multidimensional scaling indicates that the 4 component factors can be defined in terms of the dual extent to which they reflect a clear goal focus and a self-improvement focus. CONCLUSION: Discussion centres on a proposed 'Quadriploar PB Model' emanating from the data analysis and strategies educators can use to facilitate PBs in the classroom.
BACKGROUND: This study seeks to identify the cornerstones of personal bests (PBs) in the educational setting. AIMS: The study proposes a multidimensional PB model in which students are most likely to attain PBs on tasks/goals that are (1) specific, (2) challenging, (3) competitively self-referenced, and (4) self-improvement based. SAMPLE: The study draws upon data from 1,016 students from 5 Australian high schools. METHODS: The hypothesized 4-factor structure, its invariance across gender and year-level, and the predictive utility of PBs are tested using confirmatory factor analysis and structural equation models with particular focus on the contribution of a higher-order PB construct to measures of persistence, class participation, educational aspirations, and enjoyment of school. The fundamental dimensions of the model are further tested using multidimensional scaling. RESULTS: The 4-factor structure fit the data well and significantly predicted persistence, class participation, educational aspirations, and enjoyment of school. The multidimensional scaling indicates that the 4 component factors can be defined in terms of the dual extent to which they reflect a clear goal focus and a self-improvement focus. CONCLUSION: Discussion centres on a proposed 'Quadriploar PB Model' emanating from the data analysis and strategies educators can use to facilitate PBs in the classroom.