Cross-cultural validation of the Inventory of School Motivation (ISM): Motivation Orientations of Navajo and Anglo students.
Cross-cultural validation of the Inventory of School Motivation (ISM): Motivation Orientations of Navajo and Anglo students.
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学校动机清单（ISM）的跨文化验证：纳瓦霍和盎格鲁学生的动机方向。
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
V. Mcinerney
中科院分区：
文献类型：
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作者：
D. McInerney;A. Yeung;V. Mcinerney
学校动机量表 (ISM) 的动机取向量表在美国纳瓦霍族 (n = 760) 和盎格鲁族 (n = 1012) 学生中进行了验证。验证性因子分析 (CFA) 支持总样本以及纳瓦霍族和盎格鲁族子样本的动机取向的 8 因素结构，尽管纳瓦霍族学生没有很好地区分努力和任务结构。然而，在 39 个调查项目中，只有 30 个项目在各自先验结构上的因子负载在各组之间保持不变。研究结果表明，尽管ISM动机取向量表适用于不同文化背景的学生，但有意义的跨文化比较应该使用对两个文化群体意义相同的30个项目；而不涉及跨文化比较的研究可能会使用完整版本的量表。
The Motivation Orientation scales of the Inventory of School Motivation (ISM) were validated across Navajo (n = 760) and Anglo (n = 1012) students in the U.S. Confirmatory factor analysis (CFA) supported the 8-factor structure of motivation orientations for the total sample and the Navajo and Anglo subsamples, although Navajo students did not distinguish well between the Effort and Task constructs. However, of 39 survey items, only 30 items were invariant across groups in factor loadings on respective a priori constructs. The findings show that even though the ISM Motivation Orientation scales are applicable to students of different cultural backgrounds, meaningful cross-cultural comparisons should use the 30 items that mean the same to both cultural groups; whereas studies that do not involve cross-cultural comparisons may use the complete version of the scales.