%0 Journal Article
%T Assessing Mathematics Classroom Goal Structures in a Sample of Italian Students During Sixth Grade
%A Donatella Poliandri
%A Emanuela Vinci
%A Sara Romiti
%A Stefania Sette
%J Journal of Psychoeducational Assessment
%@ 1557-5144
%D 2018
%R 10.1177/0734282916663434
%X The present study analyzed the factor validity of the Patterns of Adaptive Learning Scale (PALS) to assess students¡¯ perceptions of mathematics classroom goal structures. Participants were N = 7,773 Italian students aged from 11 to 15 years (M = 11.97, SD = 0.50). The confirmatory factor analysis replicated a three-factor structure (i.e., mastery, performance-avoidance, and performance-approach goals) of the scale. Multigroup confirmatory factor analyses supported configural, metric, and scalar measurement invariance of the scale across gender. Moreover, the students¡¯ mathematics achievement was positively related to mastery goals and negatively associated with performance-avoidance goals. The use of the scale may help teachers to understand the relations between classroom goal structures and mathematics achievement during middle school
%K classroom goal structures
%K PALS
%K mathematics achievement
%K CFA
%K sixth grade
%U https://journals.sagepub.com/doi/full/10.1177/0734282916663434