Longitudinal Measurement Invariance of Four Patterns of Adaptive Learning Scales in Romanian Adolescents

Abstract

This study explored the longitudinal measurement invariance of four scales from the Patterns of Adaptive Learning Scales (PALS). Conducted across four waves, the research involved a sample of 1285 adolescents of Romanian ethnicity (with a mean age of 15.25 years, SDage = 2.03, and 57.2% female) spanning from 5th through 12th grade. Participants were in middle school (44.9%) and high school (55.1%). To understand how motivation and goal orientations change over time, the scales need to measure equivalent constructs. We used confirmatory factor analyses and established longitudinal measurement invariance for the four PALS subscales: mastery goal orientation, classroom mastery goal structure, academic efficacy, and skepticism about the relevance of school for future success. These results suggest that the PALS scales are appropriate tools for examining Romanian adolescents’ goal orientations and motivation in both cross-sectional and longitudinal studies.