Personal bests (PBs)
A proposed multidimensional model and empirical analysis
Bibliographic Data
| ID | 5265706 |
|---|---|
| Authors | Andrew J Martins (0000-0001-5504-392X, NSW Department of Education, corresponding author) |
| Year | 2006 |
| Volume | 76 |
| Issue | 4 |
| Pages | 803-825 |
| Publication date | 2006-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709905x55389 |
| PMID | 17094887 |
| OpenAlex | W2072629442 |
| Language | EN |
| Citations received | 39 |
| References cited | 70 |
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
Class (philosophy) · Confirmatory factor analysis · Construct (python library) · Econometrics · Factor analysis · Focus (optics) · Mathematics education · Measurement invariance · Multidimensional analysis · Multidimensional scaling · Persistence (discontinuity) · Sample (material) · Statistics · Structural equation modeling · Artificial Intelligence · Chemistry · Computer Science · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Mathematics · Psychology · Psychometric Methodologies and Testing · Social Psychology
Academic resilience and its psychological and educational correlates
Academic buoyancy
Interpersonal Relationships, Motivation, Engagement, and Achievement
Academic resilience and academic buoyancy
ChatGPT
Brain Breaks® Physical Activity Solutions in the Classroom and on Attitudes toward Physical Activity
Growth goal setting in high school
University students’ resilience in virtual education, personal best goals, anxiety, and academic achievement
Exploring new dimensions of learning growth orientation
The Effect of Grit on Adolescents' STEM Creativity
“My goal is to do the best that I can in this class”
A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement
“The Best of the Intellect Is a Person’s Knowledge of His Own Self”
Schooling experience and academic performance of Taiwanese students
Developing my strength
The role of personal best goal setting and teaching styles in homework behavior
Autonomous and controlled reasons underlying self-approach and self-avoidance goals and educational outcomes
Keep on Keeping On, Even When It’s Hard!”
Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School
Performance and Mastery Orientation of High School and University/College Students
Methodological Choice and Design
Teachers’ workplace well-being
Types and frequencies of feedback interventions in classroom interaction in secondary education
Teacher, classroom, and student growth orientation in mathematics
The Motivation and Engagement Scale
The contribution of grit, emotions and personal bests to foreign language learning
Structural and concurrent validity of the International English Mini-Markers in an adolescent sample
Personal best ( PB ) goal structure, individual PB goals, engagement, and achievement
The unrecognized potential of potential‐based achievement goals
Boarding School, Academic Motivation and Engagement, and Psychological Well-Being
Self-reflection, growth goals, and academic outcomes
Longitudinal modelling of academic buoyancy and motivation
Cognitive ability, academic achievement and academic self-concept
Potential-based achievement goals
Implicit theories about intelligence and growth (personal best) goals
Secondary student motivation orientations and standards-based achievement outcomes
Growth approaches to academic development
Growth trajectories of mathematics achievement
Measuring academic behavioural confidence
Statistical analysis with missing data
Making the Grade
Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school
A multidimensional, hierarchical model of self-concept
Changes in Children’s Self-Competence and Values
An instrument to assess adults' orientations toward control versus autonomy with children
Multiple goals, multiple pathways
Self-Concept
A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.
Approach and avoidance motivation and achievement goals
Achievement motivation
Beyond a Two-Goal Theory of Motivation and Achievement
Short-term and long-term consequences of achievement goals
Change in children's competence beliefs and subjective task values across the elementary school years
Revision of achievement goal theory
Rethinking achievement goals
Self-Efficacy
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
Classrooms
A social-cognitive approach to motivation and personality.
Self-Concept
Structural Equations with Latent Variables
Hierarchical Linear Models
Multilevel Statistical Models
The development of achievement task values
If at first you don't succeed
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Predictors of Middle School Students' Use of Self-Handicapping Strategies
Fear of failure
The “Boy Turn” in Research on Gender and Education
A 2 × 2 achievement goal framework
A hierarchical model of approach and avoidance achievement motivation
Motivational processes affecting learning
The Multidimensional Structure of Academic Self-Concept
Adolescent Self-Concept
A Quadripolar Need Achievement Representation of Self-Handicapping and Defensive Pessimism
The Role of Classroom Goal Structure in Students’ Use of Self-Handicapping Strategies
Goodness-of-fit indexes in confirmatory factor analysis
Choosing a multivariate model
Goals
Achievement goals and intrinsic motivation
Avoidance achievement motivation
Predictors and consequences of achievement goals in the college classroom
Building a practically useful theory of goal setting and task motivation
Self-reports of mathematics self-concept and educational outcomes
| Unique citing works | 39 |
|---|---|
| Citations per year | 1,95 |
| Citation span | 2006 - 2026 (21) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 39 |