2026-06-20T11:38:48Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/101332025-02-01T01:05:34Zcom_10259_4145com_10259_5086com_10259_2604col_10259_4146

00925njm 22002777a 4500 dc Toma, Radu Bogdan author 2024-06 The Expectancy-Value model has been extensively used to understand students' achievement motivation. However, recent studies propose the inclusion of cost as a separate construct from values, leading to the development of the Expectancy-Value-Cost model. This study aimed to adapt Kosovich et al.’s (The Journal of Early Adolescence, 35, 5–6, 2015) instrument for assessing achievement motivation in science and math among Spanish-speaking students aged 9–12. The psychometric evaluation encompassed examining validity, reliability, and measurement invariance for gender. The findings support the applicability of the expectancy-value-cost model in elementary school students, providing a valid and reliable tool for assessing achievement motivation in the science and math domain. However, the findings for the measurement invariance for gender are less conclusive and warrant future psychometric evaluations. This study opens avenues for future research on achievement motivation in Spanish-speaking contexts and populations. 0272-4316 http://hdl.handle.net/10259/10133 10.1177/02724316231199224 1552-5449 Achievement motivation Evaluation methods Expectancy values Cost Validity Cultural Adaptation of the Expectancy-Value-Cost Scale for Spanish-Speaking Students