The Patterns of Adaptive Learning Survey
A Comparison across Grade Levels
Bibliographic Data
| ID | 20286146 |
|---|---|
| Authors | M Elizabeth Ross (0000-0001-6440-8089, Auburn University), David M Shannon, David Shannon (0000-0002-0272-7970, Auburn University), Jill D Salisbury‐Glennon (0000-0002-8122-9477, Auburn University), Jill D Salisbury-Glennon, Anthony J Guarino (Auburn University), Anthony Guarino (Auburn University) |
| Year | 2002 |
| Volume | 62 |
| Issue | 3 |
| Pages | 483-497 |
| Publication date | 2002-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational and Psychological Measurement (JOURNAL) |
| Journal identifiers | ISSN: 0013-1644 • E-ISSN: 1552-3888 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00164402062003006 |
| OpenAlex | W1992135606 |
| Language | EN |
| Citations received | 6 |
| References cited | 30 |
The Patterns of Adaptive Learning Survey (PALS) was developed to assess a trichotomous achievement goal structure, which included the following subscales: Task Goal Orientation, Performance-Approach Goal Orientation, and Performance-Avoid Goal Orientation. The use of the PALS in making inferences about these goal orientations was originally validated with a middle school sample of students. In this study, the authors computed Cronbach’s alphas and employed confirmatory factor analytic procedures to provide statistical evidence of the reliability and validity of inferences based on scores from the PALS at the fourth-grade and college levels
Confirmatory factor analysis · Cronbach's alpha · Developmental psychology · Goal Orientation · Orientation (vector space) · Psychometrics · Reliability (semiconductor) · Sample (material) · Statistical inference · Statistics · Structural equation modeling · Applied Psychology · Education, Achievement, and Giftedness · Mathematics · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Youth Development and Social Support
EFL students’ perceptions about the role of generative artificial intelligence (GAI)-mediated instruction in their emotional engagement and goal orientation
Reliability Generalization of the Patterns of Adaptive Learning Survey Goal Orientation Scales
The developmental characteristics and core structure of achievement emotion regulation processes
Math Achievement in Early Adolescence
Lay conceptions of norm‐based approach and avoidance motivation
Discovery With Models
Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school
The Development of the Concepts of Effort and Ability, Perception of Academic Attainment, and the Understanding That Difficult Tasks Require More Ability
Self-enhancing and self-defeating ego orientation
The relation between goal orientation and students' motivational beliefs and self-regulated learning
Achievement goals in the classroom
Engagement in Academic Work
The Development and Validation of Scales Assessing Students' Achievement Goal Orientations
Approach and avoidance motivation and achievement goals
Achievement motivation
Avoiding the demonstration of lack of ability
Achievement goals, study strategies, and exam performance
Influences on Achievement
Students' goal orientations and cognitive engagement in classroom activities.
Rethinking achievement goals
Classrooms
A social-cognitive approach to motivation and personality.
Testing Structural Equation Models
Factor Analytic Evidence for the Construct Validity of Scores
Predictors of Middle School Students' Use of Self-Handicapping Strategies
A hierarchical model of approach and avoidance achievement motivation
Significance tests and goodness of fit in the analysis of covariance structures
Comparative fit indexes in structural models
Approach and avoidance achievement goals and intrinsic motivation
Alternative Ways of Assessing Model Fit
| Citations per year | 0.29 |
|---|---|
| Citation span | 2005 - 2026 (22) |
| Highly cited | No |