The Inviting/Disinviting Index: Instrument Validation and Relation to Motivation and Achievement

Abstract

Exploratory factor analysis results revealed that the inviting self and inviting others scales of the Inviting/Disinviting Index possess internal consistency and provide a reliable assessment of invitations. Findings also suggest that the disinviting scales require additional study and possible modification. Inviting self and inviting others were related to motivation constructs, but path analysis results showed that, although invitations did not have a direct effect on academic achievement, inviting self influenced achievement indirectly through academic self-efficacy and self-efficacy for self-regulation. Girls were more inviting of others and less disinviting of others than were boys. Sixth-grade students reported being more inviting of themselves and of others than did eighth-grade students.