Subject Specific Mastery Motivation in Moldovan Middle School Students

Abstract

Given the crucial role of mastery motivation in the cognitive development of children, the present study investigates subject-specific mastery motivation in the multilingual educational system of the Republic of Moldova. We applied cross-sectional data from fifth, seventh, and ninth graders studying either in the Romanian (n = 583) or Russian (n = 353) language using the Subject Specific Mastery Motivation Questionnaire (SSMMQ). To ensure the validity of the comparison of latent mean differences, the Romanian and Russian versions of SSMMQ were validated and measurement invariance of the constructs across language, grade, and gender was assessed. The full scalar invariance across grades and gender and the partial scalar invariance across language held. Thus, a comparison of latent mean differences across these three groups is plausible. The findings proved that there was no difference between the Romanian and Russian samples, but we found girls self-rated themselves significantly higher than boys in the Reading, Art, and Music mastery motivation scales. Results with respect to the comparison of latent mean differences between the grade levels demonstrated that the Reading mastery motivation of the Moldovan students stayed stable from fifth to ninth grades, whereas Art had a constant declining path.