Achievement Goal Questionnaire Research Articles

Odnos ciljeva postignuća, strategija učenja i ocjena u srednjoškolskoj nastavi fizike

Cilj istraživanja bio je provjeriti odnos ciljeva postignuća, strategija učenja i ocjena u srednjoškolskoj nastavi fizike. Ciljevi postignuća predstavljaju važan motivacijski konstrukt koji je razvijen u okviru teorija samoreguliranog učenja te se dovode u vezu s različitim obrazovnim ishodima kao što su strategije učenja i ocjene. Istraživanje je provedeno na 208 učenika drugog i trećeg razreda općega gimnazijskog usmjerenja. U svrhu ispitivanja ciljeva postignuća i strategija učenja korišteni su Upitnik ciljeva postignuća (Elliot i McGregor, 2001), koji se sastoji od 12 čestica i mjeri četiri cilja postignuća: ovladavanje uključivanjem, ovladavanje izbjegavanjem, izvedbu uključivanjem i izvedbu izbjegavanjem, te Skala strategija učenja (Lončarić, 2014), koja se sastoji od 39 čestica i mjeri tri supskale strategija učenja: ciklus (meta)kognitivne kontrole, dubinsko kognitivno procesiranje i površinsko kognitivno procesiranje. Mjera uspjeha u fizici bila je ocjena na kraju prethodnog razreda. Pretpostavljeni su odnosi među varijablama testirani metodom analize traga unutar strukturalnog modeliranja. Istraživanje je pokazalo da ciljevi postignuća značajno predviđaju obrazovne ishode u nastavi fizike (strategije učenja i ocjene) te da su se pretpostavljeni odnosi, koji se temelje na ranije provedenim istraživanjima, u velikoj mjeri potvrdili. Ciljevi postignuća s tendencijom uključivanja imaju značajan pozitivan efekt na poželjne obrazovne ishode. Ciljevi postignuća s tendencijom izbjegavanja pozitivno su povezane s površinskim procesiranjem. Rezultati su potvrdili i posredujući učinak strategija učenja u odnosu ciljeva postignuća na ovladavanje uključivanjem i ocjena iz fizike. Ovo istraživanje naglašava potrebu za usmjeravanjem učenika na učenje radi stjecanja znanja i kompetencija te potrebu za poticanjem korištenja metakognitivnih strategija. Istraživanje, također, upućuje na moguće nedostatke obrazovnog sustava, kao što je nepostojanje značajnog efekta dubinskoga kognitivnog procesiranja na ocjene iz fizike, što pretpostavlja potrebu i važnost daljnjeg istraživanja u ovom području.

Micro VS Macro Goal Framework in College

This quasi-experimental study focused on the research hypothesis that students’ individual achievement goals toward each instructional component predict their perceptions of classroom goals. A total of 173 college students from an introductory educational psychology course participated in this study. Elliot and Church’s [23] achievement goals questionnaire and Urdan’s [21] perception of classroom goals were administered at pre- and post-measures during one academic semester. Multiple regression analysis was employed to determine whether or not students’ individual achievement goals toward each instructional task predicted their perceptions of classroom goals. The results showed that participants’ achievement goals toward in-class activities were significantly associated with their perceptions of classroom goals.

The Achievement Goal Questionnaire-Revised for Thai College Students and Asian Context

Introduction. The four dimensions (2x2) of achievement goal are the latest versión of achievement goal questionnaire to explain reasons or purposes of individuals pursuing their goal. In Thailand the 2x2 framework of achievement goal questionnaire to examine a student’s achievement goal in the Thai Language version may not have been sufficiently researched. Therefore, it is necessary to develop achievement goal in the Thai version to assess students’ achievement goal in order to investigate how they utilize their achievement goal to achieve in their academic performance as well as to examine whether an achievement goal assessment developed from Western perspective could apply in Thai context.Method. The Thai version of AGQ-R was administered to 988 students from three selected universities located in Songkhla province Thailand. Exploratory factor analysis (EFA) was used to explain a common relationship of each variable, whereas, CFA was used to confirm the factor structure identified via EFA.Results. The result of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) confirmed the four-factor structure of the Thai version of AGQ-R appeared to be the same as that of the original scale. The translated Thai version of AGQ-R demonstrated acceptable reliability and validity.Discussion and conclusion. Theoretical perspective advocated a separation of the four-factor structure of achievement goal and could bridge the cultural gap of people living in different cultures having the same factor structural domain of achievement goal. Future research should be replicated with other academic years or with other educational levels or other locations to increase validity and reliability of this assessment.

Examining the Psychometric Properties of the Achievement Goals Questionnaire among Nigerian Preservice Mathematics and Science Teachers

Introduction. The stability of the achievement goal orientation across different contexts has been a source of further research since the new millennium. Through theoretically-driven and empirically-based analyses, this study investigated the psychometric properties of the Elliot and McGregor 2×2 framework for achievement goal questionnaire within a communal con-text.Method. Based on classical test theory, the present study attempted to explore the stability of the 2×2 framework for Achievement Goal Questionnaire (AGQ) using exploratory factor analysis involving the principal components extraction with orthogonal and oblique rotations.Results. Results support the factor structure of the 2×2 achievement goal framework in the collectivist culture context.Discussion. The present study provides evidence that suggests that achievement goal construct as measured by AGQ, appears to be culturally and contextually invariant thus reinforcing the four-factor model namely mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance in domain specific context. Future research should focus on determining the psychometric properties of the 2×2 achievement goals in Mathematics Education Questionnaire and Science Education Questionnaire using both the classical test theory and modern item response theory to refute or generalise existing results

Öğretmenler için 3x2 Başarı Yönelimi Ölçeğinin Türkçe’ye uyarlanması: Geçerlilik-Güvenirlik Çalışması

Recently, studies on achievement goal orientation extended the 2x2 Achievement Goal Theory, by distingushing the mastery goals to task and self, and define the new approach as 3x2 model. Cost, Elliot, and Cury (2015a) stated that determining teachers’ achievement goal orientations based on this model is better for bringing out the individual differences. For this reason, in order to better determine the motivational processes of the teachers in Turkey, it was aimed to adapt the teachers version of “3x2 Achievement Goal Questionnaire” into Turkish and provide evidence for the validity and reliability in Turkish context. With this purpose, the scale was translated into Turkish and administered to 207 teachers in various branches. Confirmatory factor analysis results supported the 6- factor structure of the 3x2 Achievement Goal Questionnaire, as in the original questionnaire, in Turkish context and the factor loadings of the items were found to be sufficiently high. In addition, the Cronbach alpha coefficients indicated adaquate internal consistency for each subscale. As a result, findings of this study supported that this scale is a valid and reliable measure to assess the achievement goal orientations of Turkish teachers.

ACHIEVEMENT MOTIVATION TOWARD LEARNING ENGLISH LANGUAGE IN MODERN EDUCATIONAL CONTEXT OF GEORGIA

The aim of the research is to identify an achievement goal as a motivational factor of learning the English language among Georgian students. In the current research, a four-factor structure of achievement goal orientation (master-approach, master-avoidance, performance-approach, performance-avoidance) and attitude toward the language acquisition were researched. The data obtained were evaluated using the Achievement Goal Questionnaire (AGQ) (2008) and Attitude/Motivation Test Battery (AMTB). The main finding of this research is that in different forms of language learning are different leading achievement goals. The results showed that different speciality learners were determined to achieve different motivational goals. Different forms of language learning cause differences between strong and weak learners and raise different goal orientations. Students, who have high scores and are successful, have strong ability of the Master Goals. Language learners, who do not have high grades and are not successful, have a high level of Performance goals. The 2x2 achievement goal framework (master-approach, master-avoidance, performance-approach, performance-avoidance) were closely connected with a positive attitude. Positive attitude defines language learning effectively and stimulates students to perform their goal perfectly. Key words: achievement motivation, achievement goal orientation, master approach, master avoidance, performance approach, performance avoidance.

Development of the college-attendance value scale for second-year students in Taiwan

Purpose The purpose of this paper is twofold: to develop the college-attendance value scale (CAVS) in the Taiwan context to understand undergraduates’ reasons for or benefits from college education, and to examine how the value relates to additional motivational goals, academic performance, and expected terminal degree. Design/methodology/approach Data analyses involved sophomores (n=729) who completed a learning-experience survey that included CAVS of the personal value and collective value subscales, expected terminal degree, Achievement Goal Questionnaire, and cumulative grade point average (CGPA). Construct validity evidence was substantiated by the results of exploratory factor analysis (n=364) for two-factor identification, and by the results of confirmatory factor analysis (n=365) for a good model-fit. Findings The interrelations between variables in regression analysis supported the predictive validity; achievement goals were predictors of CGPA, while personal value was a sole predictor of expected terminal degree. Findings suggest that CAVS is a predictive measure for Taiwanese undergraduates’ academic performance and choices. Practical implications In terms of policy implications, college students’ values of college attendance should not only be regularly investigated by institutional research, but should be widely applied by university students, educators and administrators to facilitate the optimal learning development for each undergraduate. Originality/value The study develops a short but effective scale of college-attendance value for the Taiwanese students who usually attend college after graduating from high school. The CAVS is useful in manifesting the students’ major reasons for pursuing college education.

3 × 2 Achievement Goals, Self-Determined Motivation and Life Satisfaction in Secondary Education

The aims of this study were twofold: (a) to examine the structural validity of the Spanish version of the 3×2 Achievement Goals Questionnaire (Elliot, Murayama, & Pekrun, 2011) in the non-university academic context, and (b) to analyze the predictive patterns of achievement goals on self-determined motivation and life satisfaction. A total of 2630 high school students agreed to participate. The results of a Confirmatory Factor Analysis support the hypothetical model which, compared with ten alternative models, produced the best fit to the data. Validity and internal consistency were satisfactory. Regression analyses showed different predictive patterns between task-based and self-based goals, although both approaches were adaptive. The three approaches positively predicted life satisfaction. Their implication is discussed from a theoretical framework.

Metas de logro 3 × 2, motivación autodeterminada y satisfacción con la vida en educación secundaria

The aims of this study were twofold: (a) to examine the structural validity of the Spanish version of the 3×2 Achievement Goals Questionnaire (Elliot, Murayama, & Pekrun, 2011) in the non-university academic context, and (b)to analyse the predictive patterns of achievement goals on self-determined motivation and life satisfaction. A total of 2630 high school students agreed to participate. The results of a Confirmatory Factor Analysis support the hypothetical model which, compared with ten alternative models, produced the best fit to the data. Validity and internal consistency were satisfactory. Regression analyses showed different predictive patterns between task-based and self-based goals, although both approaches were adaptive. The three approaches positively predicted life satisfaction. Their implication is discussed from a theoretical framework.

Cross-Cultural Validation of the Achievement Goal Questionnaire for Sports: A Malaysian Adaptation

The purpose of the present study was to investigate the cross-cultural validity of the Achievement Goal Questionnaire for Sports (AGQ-S) by Conroy, Elliot, & Hofer. The study was carried out by analysing the reliability and validity of a Malay language (the official language of Malaysia) version of Achievement Goal Questionnaire for Sports. A series of studies were performed to assess the factorial invariance and criterion validity. A total of 556 Malaysian athletes from various sports disciplines participated. In study one, the hypothesised 2 X 2 framework of the achievement goals was examined by performing a confirmatory factor analysis using Structural Equation Modelling (SEM). This measurement model was compared with two other alternative models and was found to be fitting with the data. The criterion validity was examined in study two by correlating fear of failure with achievement goals and was found to be consistent with the literature. Internal consistency reliability indicated by Cronbach’s alpha values was high. Overall, it was concluded that the Malay Achievement Goal Questionnaire-Sports (MAGQ-S) has yielded reliability and validity similar to the original version that evidenced support for the cross-cultural usefulness of the scale.

The Big Five personality traits, goal orientations, and academic achievement

In the past twenty years, educational researchers have intensely focused their interest on numerous internal and external factors that contribute to a students' academic achievement. In particular, some research has explored the relationship between students' motivational beliefs (e.g. self-efficacy, control perceptions, learning goal orientations) and their academic achievement, while others have investigated the role of students' personality traits in that achievement. However, not much research has examined the relationship between the Big Five traits, academic motivation, and academic achievement within the same study (Komarraju, Karau, & Schmeck, 2009). Therefore, the purpose of this study was to examine whether achievement goal orientations mediate the relationship between personality traits (Extraversion, Agreeableness, Conscientiousness, Emotional Stability and Intellect) and academic achievement.The participants were 501 (160 boys and 341 girls; Mage=16.19) high school students in Croatia. They answered questions about their final mid-term grade in chemistry (the Croatian academic grade scale ranges from 1-fail to 5-excellent) and completed two questionnaires: The IPIP Big-Five factor markers (Goldberg, 1999) and the Achievement Goals Questionnaire (Rovan & Jelić, 2010).The mediation analysis (a bootstrapping method) revealed that learning approach, performance-approach and work-avoidance goal orientations fully mediate the relationship between students' personality traits and their academic achievement, but only for Conscientiousness.

ESTRATEGIAS PARA EVALUAR MOTIVACIÓN DE LOGRO Y RESPONSABILIDAD EN EL ÁMBITO DE LA EDUCACIÓN SUPERIOR

Resumen.Esta propuesta de innovación educativa se centra en desarrollar un sistema de evaluación de competencias transversales (motivación de logro, responsabilidad y trabajo autónomo). Se aplicarán las nuevas tendencias de evaluación por pares y autoevaluación. Se llevará a cabo en diferentes asignaturas, tanto en Grado como en Máster que se imparten en la Universidad de León y Salamanca. Una aportación relevante del proyecto es permitir contrastar el grado de desempeño de estas competencias en algunas asignaturas de estas titulaciones mediante indicadores objetivos. Además permitirá el desarrollo de destrezas y habilidades útiles para el campo profesional y personal de los estudiantes, incluyendo la capacidad de análisis crítico, de contrastar ideas, de responsabilizarse y de respetar a los otros. El objetivo principal es establecer claridad en los criterios y en los procedimientos de evaluación de competencias transversales, así como diseñar instrumentos y técnicas que faciliten la participación de los alumnos en la evaluación. Moodle se utilizará como plataforma para la comunicación y difusión de los instrumentos de evaluación, así como para la recogida sistemática de datos. Los instrumentos utilizados en la evaluación serán el Cuestionario de Metas de Logro Académico y la subescala de Responsabilidad del NEO FFI, ambos en sus dos versiones, autoevaluación y evaluación por pares. Esta propuesta de evaluación de competencias transversales puede ser transferibles a otros contextos educativos y a otro tipo de competencias. Con ella se fomenta también la creatividad y la innovación, tan importantes para el desarrollo de la sociedad del conocimiento del siglo XXI. La motivación de logro y la responsabilidad son factores que contribuyen a la prosperidad económica, así como al bienestar social e individual, esenciales para una sociedad más competitiva y dinámica. La educación universitaria es un elemento central en el fomento de las capacidades creativas e innovadoras.Palabras clave:innovación educativa; metodología de enseñanza-aprendizaje; evaluación de competencias; metas de logro, educación universitaria.

Mastery Goal Orientation Promoting Students’ Expectancies for Success And Self-Efficacy

The purpose of this research is to examine the impact of Achievement Goal Motivation Theory on students’expectancies for success, beliefs about ability, usefulness, importance and interest for the mathematics subject.Research asserts that possessing mastery-learning- oriented motivation has a more positive impact on students’expectancies for success, beliefs about ability, usefulness, importance and interest for mathematics. This researchapplies a quantitative method of study. Quantitative data have been analysed using Wigfield and Eccles’sExpectancy–Value Theory Achievement Questionnaire in order to assess student’s expectancies for success, abilitybeliefs and subjective task values. In the case study of a private Suleyman Sah University, Turkey, the focus of thequestionnaire has been derived from the central research question: How applications of Achievement Goal Theoryaffect students’ expectancies for success, beliefs about ability, usefulness, importance and interest for mathematics?The questionnaire was given to 40 students who were selected randomly in mathematics class. Also, in order toidentify students’ goal orientation, Elliot’s AGQ (Achievement Goal Questionnaire) was applied to those students.Their Achievement Goal motivation types were compared to their beliefs about ability, usefulness, importance andinterest for mathematics. Based on the quantitative data analysis, it was concluded that students with masterylearninggoal orientation have more expectancies for success, for them mathematics is a more useful and importantsubject, and, most importantly, they show more interest for the subject. These are very important components tobe persistent in the face of difficulties and obstacles on the way to achievement in teaching mathematics.

Psychometric Properties of the 3 × 2 Achievement Goal Questionnaire in a Hong Kong Sample

The 3 × 2 achievement goal framework comprising task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance goals is the most recent conceptual development in goal orientation research. The purpose of this study was to extend the current literature by investigating the validity of the 3 × 2 Achievement Goal Questionnaire in a non-Western educational setting. Based on a sample of 384 first-year undergraduate students from a university in Hong Kong, confirmatory factor analyses demonstrated that the six-factor model of achievement goals provided better fit to the data than 10 alternative model structures tested. The six goal subscales have high internal consistency reliability, and gender invariance of the instrument was established via multigroup analysis. Results from multiple regression analyses also revealed that the six achievement goals were differentially predictive of students’ academic performance, deep and surface learning strategies, and instrumental help-seeking.

The Motivation of High School Students by Achievement Goals

Abstract The present study aimed to identify, describe and analyze the achievement goals of 207 high school students in a city in São Paulo state. The instruments were the Characterization Questionnaire and Achievement Goals Questionnaire. The results indicate a major tendency to adopt the mastery-approach goal, where the student engages the activity with the purpose of developing their skills. The second more adopted goal was performance-avoidance goal, in which students tend to want to show their skills to others not to appear incompetent for them. These results above may be related to a great intension of students in completing the high school and enter the University, results also found in this study. Comprehend Achievement Goals can contribute to understanding the quality of motivation that the students apply in their activities.

THE RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-REGULATED LEARNING SKILLS AND CHEMISTRY ACHIEVEMENT

Self-regulated learning skills (such as goal setting, organizing environment and time, seeking help and self-evaluation) are critical for students to be able to successfully and meaningful learn abstract concepts such as reduction, oxidation and electrolysis. The purpose of this research was to examine the relationships between self-regulated learning skills and chemistry achievement in Turkish secondary school students. Therefore, a structural equation model was developed and tested to model the relationships among task value, control of learning beliefs, performance-approach goals, mastery-approach goals, self-efficacy for learning and performance, metacognitive learning strategies, time and study environment management, effort regulation, and achievement in electrochemistry. Data was collected from 481 secondary school students through administration of the Achievement Goal Questionnaire, the Motivated Strategies for Learning Questionnaire and the Electrochemistry Concept Test. The results showed that students’ task value, performance-approach goals, and time and study environment management significantly positively correlated with achievement. Path analysis demonstrated that metacognitive learning strategies, mastery-approach goals, and effort regulation were predictors of students’ time and study environment management. Moreover, effort regulation, metacognitive learning strategies, and mastery-approach goals were found to have indirect effects, which were mediated by time and study environment management. Key words: chemistry achievement, direct and indirect effects, self-regulated learning skills, secondary school students, path model.

3x2 Achievement Goals, Self-Determined Motivation and Life Satisfaction in Secondary Education // Metas de logro 3x2, motivación autodeterminada y satisfacción con la vida en Educación Secundaria

The goals of this study were twofold: (a) to examine the structural validity of the Spanish version of the 3x2 Achievement Goals Questionnaire (Elliot, Murayama, & Pekrum, 2011) in the non-university academic context, and (b) to analyze the predictive patterns of achievement goals on self-determined motivation and life satisfaction. 2630 high school students agreed to participate. The results of a Confirmatory Factor Analysis support the hypothetical model which, compared with 10 alternative models, produced the best fit to the data. Validity and internal consistency were satisfactory. Regression analyzes showed different predictive patterns among task-based and self-based goals, although both approach-goals were adaptive. The three approach goals positively predicted life satisfaction. Their implication is discussed from a theoretical framework.

STUDENTS ACHIEVEMENT GOALS GENDER DIFFERENCES

This research is the theoretical and practical analysis about achievement goals students gender differences. Theoretical backround contains a review of best-known and the most actual theories about the achievement goals. Aim of the research is theoretical basis and practical research to investigate: Is there any gender differences in achievement goals for students? Methods of the research: demographic questionnaire and Andrew J. Elliot and Kou Murayama and Reinhard Pekrun (2011) „A 3x2 achievement goal questionnaire (AGQ). Research participants is a total of 143 students (71 male and 72 female). Participants were at age range 18 – 25 years (M = 21.25). Male age range were 18 – 25 years (M = 21.90), female age range was 18 – 24 years (M = 20.61). The research results answered to research question "is there any gender differences in achievement goals for students?" has confirmed partly – diferences in scale task-avoidance goals are statistically important (t = 3,546; p < 0.01). Research question has confirmed partly. There are statistically imoprtand gender differences in task-avoidance goals (p < 0.01), but there aren’t any differences in other achievement goals.

Applications of Goal Theory to Teaching Mathematics

The aim of this research is to examine the impact of Achievement Goal motivation Theory on students’ academic success. Research asserts that possesing mastery-learning oriented motivation has a positive impact on students’ academic achievement. This study may be useful for students, teachers and administrators in the identification of college students who are considered at risk for math failure or students who are on the verge of dropping out of college. The research applies a quantitative method of study. Quantitative data have been analyzed using Elliot’s AGQ (Achievement Goal Questionnaire). In the case study of a private Suleyman Sah University, Turkey, the focus of the AGQ has been derived from the central research question: How and why applications of Achievement Goal Theory affect students’ success in mathematics at university? In order to identify students’ goal orientation, Elliot’s AGQ was given to 53 students who were selected randomly in math classes. Their course exam results were compared to their motivational types. Based on the quantitative data analiysis, the research suggests that the best way to change one’s thinking during a testing situation (and hence reduce or elminate one’s anxiety) is to intentionally change one’s performance goal and performance-avoidance goal into only a mastry-learning goal

Students' Achievement Goals, Learning-Related Emotions and Academic Achievement.

In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed.