Validating the Chinese version of the inventory of school motivation

Ronnel Bornasal KING, David A. WATKINS

Research output: Contribution to journalArticlespeer-review

9 Citations (Scopus)


The aim of this study is to assess the cross-cultural applicability of the Chinese version of the Inventory of School Motivation (ISM; McInerney & Sinclair, 1991) in the Hong Kong context using both within-network and between-network approaches to construct validation. The ISM measures four types of achievement goals: mastery, performance, social, and extrinsic goals. A total of 697 high school students participated in the study. Results of the within-network test showed that the ISM had good internal consistency reliability. Confirmatory factor analysis supported the hypothesized four-factor structure. In addition, multigroup confirmatory factor analyses showed factorial invariance across students of different genders, year levels, and school types. The between-network test indicated that the achievement goals assessed by the ISM correlated systematically with different aspects of students' self-concepts. These findings provide evidence of the applicability of the ISM among Hong Kong Chinese students. Implications for cross-cultural research are discussed. Copyright © 2013 Taylor & Francis Group, LLC.
Original languageEnglish
Pages (from-to)175-192
JournalInternational Journal of Testing
Issue number2
Early online dateMar 2013
Publication statusPublished - Apr 2013


King, R. B., & Watkins, D. A. (2013). Validating the Chinese version of the inventory of school motivation. International Journal of Testing, 13(2), 175-192. doi: 10.1080/15305058.2012.656162


  • Achievement goals
  • Chinese students
  • Inventory of School Motivation
  • Validation

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