About the Measure
| Domains | Emotional Intelligence (mixed and trait), Motivation, goal orientation and perseverance |
| Key stages | Key Stage 4, Key Stage 5 |
| Subscales | Promotion goals; Prevention goals |
| Description | The GRFM was designed to assess individuals' orientations toward their goals. The GRFM differentiates between a prevention and a promotion focus. |
| Example | I frequently imagine how I will achieve my hopes and aspirations |
| Link | https://www.researchgate.net/profile/Christian_Jordan/publication/11086440_Motivation_by_Positive_or_Negative_Role_Models_Regulatory_Focus_Determines_Who_Will_Best_Inspire_Us/links/0912f511d37775fa37000000/Motivation-by-Positive-or-Negative-Role-Models-Re |
| Psychometry | |
| Implementation |
Implementation details
| No. of items | 18 |
| Format | Likert |
| Respondent | Self |
| Scoring | Standardised |
| Time | 0 |
| Age | 14-18 |
| Cost single purchase | Free - Available |
| Cost per child | Free - Available |
Psychometric details
| UK norms | No |
| Cronbach's α | .75-.81 |
| Test retest | Not reported |
| Inter-rater reliability | Not reported |
| EFA | Not reported |
| CFA | Single-factor model for promotion and prevention (Sample 2) Chi-square(53) = 145.73 N = 605 p < .001 CFI = .96 TLI = .95 RMSEA = .05 |
| Criterion validity | Not reported |
| Construct validity | r= .55 with the approach scale of the Behavioral Inhibition System (BIS); r= .39 with the promotion scale of the Regulatory Focus Questionnaire (RFQ) |
| Concurrent validity | Not reported |
| Predictive validity | Not reported |
| Responsiveness | Not reported |
| Floor/Ceiling | Not reported |
| References | Lockwood, P., Jordan, C. & Kunda, Z. (2002). Motivation by positive or negative role models: Regulatory focus determines who will best inspire us. Journal of Personality and Social Psychology, 83(4), 854-864. doi:10.1037//0022-3514.83.4.854 Hodis, F., Hattie, J. & Hodis, G. (2016). Measuring promotion and prevention orientations of secondary school students: It is more than meets the eye. Measurement and Evaluation on Counselling and Development, 49(3), 194-206. doi:10.1177/0748175615625750 |