The Development and Validation of a New Measure of Adolescent Purpose

Research output: Contribution to journalArticle

Abstract

This goal of this study was to develop a quantitative measure that captures the dimensions of youth purpose (intention, engagement, and prosocial reasoning; Damon, Menon, and Bronk, 2003), focusing on students’ life goals and aspirations. We tested the construct validity of our new measure using bifactor exploratory structural equation modeling (B ESEM), assuming that the construct of youth purpose may be best measured as a G factor that allows items to freely cross-load in the model (Morin, Arens, & Marsh, 2016). The G factor model was better fitting than a traditional confirmatory factor analysis or ESEM. Additionally the G factor was correlated with aspects of students’ civic engagement and mastery components of academic achievement motivation. Suggestions for future research are discussed.

Original languageEnglish (US)
JournalJournal of Experimental Education
DOIs
StatePublished - Jan 1 2019

Fingerprint

Students
adolescent
achievement motivation
Wetlands
construct validity
academic achievement
Statistical Factor Analysis
Motivation
factor analysis
student
morin
Aspirations (Psychology)

Keywords

  • Cognitive processes/development
  • factor analysis
  • goals
  • high school
  • motivation

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

@article{17404559f082434facbd7e0264dccb62,
title = "The Development and Validation of a New Measure of Adolescent Purpose",
abstract = "This goal of this study was to develop a quantitative measure that captures the dimensions of youth purpose (intention, engagement, and prosocial reasoning; Damon, Menon, and Bronk, 2003), focusing on students’ life goals and aspirations. We tested the construct validity of our new measure using bifactor exploratory structural equation modeling (B ESEM), assuming that the construct of youth purpose may be best measured as a G factor that allows items to freely cross-load in the model (Morin, Arens, & Marsh, 2016). The G factor model was better fitting than a traditional confirmatory factor analysis or ESEM. Additionally the G factor was correlated with aspects of students’ civic engagement and mastery components of academic achievement motivation. Suggestions for future research are discussed.",
keywords = "Cognitive processes/development, factor analysis, goals, high school, motivation",
author = "Summers, {Jessica J.} and Falco, {Lia D.}",
year = "2019",
month = "1",
day = "1",
doi = "10.1080/00220973.2019.1575178",
language = "English (US)",
journal = "Journal of Experimental Education",
issn = "0022-0973",
publisher = "Routledge",

}

TY - JOUR

T1 - The Development and Validation of a New Measure of Adolescent Purpose

AU - Summers, Jessica J.

AU - Falco, Lia D.

PY - 2019/1/1

Y1 - 2019/1/1

N2 - This goal of this study was to develop a quantitative measure that captures the dimensions of youth purpose (intention, engagement, and prosocial reasoning; Damon, Menon, and Bronk, 2003), focusing on students’ life goals and aspirations. We tested the construct validity of our new measure using bifactor exploratory structural equation modeling (B ESEM), assuming that the construct of youth purpose may be best measured as a G factor that allows items to freely cross-load in the model (Morin, Arens, & Marsh, 2016). The G factor model was better fitting than a traditional confirmatory factor analysis or ESEM. Additionally the G factor was correlated with aspects of students’ civic engagement and mastery components of academic achievement motivation. Suggestions for future research are discussed.

AB - This goal of this study was to develop a quantitative measure that captures the dimensions of youth purpose (intention, engagement, and prosocial reasoning; Damon, Menon, and Bronk, 2003), focusing on students’ life goals and aspirations. We tested the construct validity of our new measure using bifactor exploratory structural equation modeling (B ESEM), assuming that the construct of youth purpose may be best measured as a G factor that allows items to freely cross-load in the model (Morin, Arens, & Marsh, 2016). The G factor model was better fitting than a traditional confirmatory factor analysis or ESEM. Additionally the G factor was correlated with aspects of students’ civic engagement and mastery components of academic achievement motivation. Suggestions for future research are discussed.

KW - Cognitive processes/development

KW - factor analysis

KW - goals

KW - high school

KW - motivation

UR - http://www.scopus.com/inward/record.url?scp=85063413080&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85063413080&partnerID=8YFLogxK

U2 - 10.1080/00220973.2019.1575178

DO - 10.1080/00220973.2019.1575178

M3 - Article

AN - SCOPUS:85063413080

JO - Journal of Experimental Education

JF - Journal of Experimental Education

SN - 0022-0973

ER -