Personal bests (PBs) : a multidimensional perspective

This paper seeks to identify the cornerstones of Personal Bests (PBs) in the educational setting. It proposes a multidimensional PB model in which students are most likely to attain PBs on tasks/goals that are (1) specific, (2) challenging, (3) competitively self-referenced, and (4) self-improvement based. Drawing upon data from 1,016 students from five Australian high schools, the hypothesized 4-factor structure, and the predictive utility of PBs are tested using confirmatory factor analysis and structural equation models with particular focus on the contribution of a higher order PB construct to measures of persistence, class participation, future educational plans, and enjoyment of school. The fundamental dimensions of the model are further tested using multidimensional scaling which indicates that the four component factors can be defined in terms of the dual extent to which they reflect a clear goal focus and a self-improvement focus.