Evaluation of the Big-Two-Factor Theory of Academic Motivation Orientations: An Evaluation of Jingle-Jangle Fallacies

By Herbert W. Marsh, R. Craven, J. Hinkley, R. Debus. 2003

142 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/67e4af2e7c33e68f9b6c6b0b778997c2aec4fdec

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Relations of Perceived Maternal Parenting Style, Practices, and Learning Motivation to Academic Competence in Chinese Children (2008, methodology): “Third, learning motivation was measured using two adapted self-rated measures of academic motivation (Marsh et al., 2003).”
The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success (2014, methodology): “Multiple theoretical frameworks, each with their own terminology, have given rise to what Marsh et al. (2003) refer to as the jingle-jangle fallacy.”
Middle School Transition from the Strengths Perspective: Young Adolescents’ Character Strengths, Subjective Well-Being, and School Adjustment (2013, result): “These findings support the contentions of motivation theorists regarding the adaptive benefits of motivational constructs and their relations to positive academic outcomes (Deci et al. 1991; Marsh et al. 2003), adaptive mental functioning, and well-being (Pajares 2001).”
Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries (2013, background): “Marsh et al. (2003) described the jingle-jangle fallacy, in which two scales with the same label might not refer to the same construct and two scales with different labels might refer to the same construct.”
The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome (2008, background): “4 Again, some (Marsh et al., 2003) may argue that the constructs of performance-avoidance goal and task disengagement are not separate constructs.”