Escala de metas percibidas de los docentes: Propiedades psicométricas, invarianza de medida y diferencias según género y grado escolar

The present study was to investigate the psychometric properties of the perceived teachers’ goals scale, the measurement invariance and the differences across genders and grades. Exploratory and confirmatory procedures were applied to the above scale, demonstrating and supporting the underlying dimensionality. The Patterns of Adaptive Learning Surveys-PALS scale was used in a large sample (N=2049) including secondary junior (N1=1342) and senior school (N2=703) students. They responded to self-report questionnaires measuring perceived teacher goals (mastery, performance-approach, and performance-avoidance). The perceived teacher goals the fit measure were: χ2=252.095, df =63, p<0.001; CFI =0.975; TLI = 0.968; RMSEA =0.040; 90% CI of RMSEA = (0.035; 0.045); SRMR=0.038; NFI=0.967; GFI=0.998; Reliability measures using Cronbach’s alpha and McDonald’s omega were all satisfactory ranged between 0.725 and 0.745. In addition, measurement invariance across genders and grades was performed, which along the psychometric properties of the scales support the successful implementation of the present instrument in psychological and educational research. Moreover, gender and grade-group differences in the dimensions of the above scale were examined using analysis of variances, whereas discussion of the findings is provided.