Personal bests (PBs): a proposed multidimensional model and empirical analysis.
BACKGROUND
This study seeks to identify the cornerstones of personal bests (PBs) in the educational setting.


OBJECTIVE
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.


METHODS
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.


CONCLUSIONS
Discussion centres on a proposed 'Quadriploar PB Model' emanating from the data analysis and strategies educators can use to facilitate PBs in the classroom.
Martin
Andrew J
AJ
Faculty of Education and Social Work, University of Western Sydney, Australia. a.martin@edfac.usyd.edu.au
D000124:Achievement; D000293:Adolescent; D036262:Empirical Research; D005163:Factor Analysis, Statistical; D005260:Female; D006040:Goals; D006801:Humans; D007858:Learning; D008297:Male; D009042:Motivation; D011584:Psychology / Q000706:statistics & numerical data*; D012574:Schools; D020377:Self Efficacy; D013334:Students / Q000523:psychology