Investigating the psychometric properties of the Persian version of the six-factor model of achievement goals questionnaire in the students of the junior and senior high schools
Subject Areas : Psychology
Mohsen Arbezi
1
,
Mahboubeh Fouladchang
2
1 - Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.
2 - Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.
Keywords: Achievement goals, reliability, validity, students,
Abstract :
The aim of the present study was to investigate the psychometric properties of the six-factor model of achievement goals questionnaire (Elliot et al., 2011) in the students of the junior and senior high schools. In order to investigate the validity and reliability of the achievement goals questionnaire in the junior high school students, 279 students in Evaz city (in the south of Fars province) who were studying in the academic year of 2020-2021, were selected by convenience sampling method and responded to the electronic version of the questionnaires of achievement goals (Elliot et al., 2011) and intrinsic motivation (Choi et al., 2010). Also, in order to investigate the validity and reliability of this questionnaire in the second group, 420 students were selected in the same city and academic year using the convenience sampling method and responded to the electronic version of the questionnaires of achievement goals (Elliot et al., 2011), academic self-regulation (Pintrich & DeGroot, 1990) and academic engagement (Reeve, 2013). Data were analyzed using SPSS-16 and AMOS-21 statistical software. The content, construct and convergent validity of the mentioned questionnaire were investigated using the opinion of educational psychology experts, confirmatory factor analysis and correlation coefficients of the component scores with related variables. Cronbach's alpha coefficient was used to investigate the reliability of the questionnaire. Experts confirmed the representativeness of the questionnaire items to measure the achievement goals in the six-factor model presented by Elliot et al. (2011). The achievement goals model test includes the components of task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance, confirming the six-factor structure of this questionnaire according to the primary research. Also, the logical connection between the components of achievement goals with related variables indicates the convergent validity of this questionnaire. In addition, Cronbach's alpha coefficient confirms the reliability of the questionnaire. In total, the findings of the research show that the Persian version of the mentioned questionnaire is one of the suitable psychometric indicators for measuring the six components of achievement goals in two groups of students of the junior high school and senior high school students; And it has the necessary efficiency to measure the mentioned achievement goals.
رمضانی، ملیحه و خامسان، احمد. (1396). شاخص‌های روان‌سنجی پرسشنامه درگیری تحصیلی ریو 2013: با معرفی درگیری عاملی. فصلنامه اندازه‌‌گیری تربیتی، 8(29)، 204–185.
عابدی، صمد؛ سعیدی‌پور، بهمن؛ صیف، محمدحسن و فرج‌الهی، مهران. (1396). الگوی ساختاری روابط باورهای معرفت‌شناختی و راهبردهای یادگیری خودتنظیمی: نقش واسطه‌ای خودکارآمدی تحصیلی و اهداف پیشرفت. فصلنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی، 8(3)، 238-211.
Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: a cognitive-motivational analysis. In R. Ames & C. Ames (eds.) Research on motivation. Vol. 1: Student motivation (pp. 177-207). New York: Academic Press.
Butler, R. (1998). Age trends in the use of social and temporal comparison for self‐evaluation: Examination of a novel developmental hypothesis. Child Development, 69(4), 1054-1073.
Choi, J., Mogami, T., & Medalia, A. (2010). Intrinsic motivation inventory: an adapted measure for schizophrenia research. Schizophrenia Bulletin, 36(5), 966-976.
Ciani, K. D., & Sheldon, K. M. (2010). Evaluating the mastery-avoidance goal construct: A study of elite college baseball players. Psychology of Sport and Exercise, 11(2), 127-132.
Ciani, K. D., Sheldon, K. M., Hilpert, J. C., & Easter, M. A. (2011). Antecedents and trajectories of achievement goals: A self‐determination theory perspective. British Journal of Educational Psychology, 81(2), 223-243.
Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6(4), 284–290.
Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Hillsdale, NJ: Erlbaum.
Cook, D. A., Castillo, R. M., Gas, B., & Artino Jr, A. R. (2017). Measuring achievement goal motivation, mindsets and cognitive load: Validation of three instruments’ scores. Medical Education, 51(10), 1061-1074.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040 - 1048.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169-189.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461-475.
Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13(2), 139-156.
Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3×2 achievement goal model. Journal of Educational Psychology, 103(3), 632-648.
Fornell, C. & Larcker, D. (1981). Evaluating Structural Equation Modeling with Unobserved Variables and Measurement Error. Journal of Marking Research, 18(1), 39-50.
Heidemeier, H., & Staudinger, U. M. (2015). Age differences in achievement goals and motivational characteristics of work in an ageing workforce. Ageing and Society, 35(4), 809-836.
Hinkle, D. E., Wiersma, W., & Jurs, S. G. (2015). Applied statistics for the behavioral sciences (5th ed.). Boston, Mass: Houghton Mifflin.
Huang, C. (2011). Achievement goals and achievement emotions: A meta-analysis. Educational Psychology Review, 23(3), 359-388.
Huang, C. (2016). Achievement goals and self-efficacy: A meta-analysis. Educational Research Review, 19, 119-137.
Jennings, K. D. (1993). Mastery motivation and the formation of self-concept from infancy through early adulthood. In D. Messer (Ed.), Mastery motivation in arly childhood (pp. 36–54). London, England: Routledge.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610.
Locke, E. A., & Latham, G. P. (2019). The development of goal setting theory: A half century retrospective. Motivation Science, 5(2), 93-105.
Lower, L. M., & Turner, B. A. (2016). Examination of the 3×2 achievement goal model in collegiate recreation: Comparison across sport programs. Journal of Amateur Sport, 2(2), 75-102.
Lower, L. M., Newman, T. J., Pollard, W. S., & Lower, L. (2016). Examination of the 3×2 achievement goal model in recreational sport: Associations with perceived benefits of sport participation. International Journal of Sport Management, Recreation & Tourism, 26, 44-53.
Madigan, D. J., Stoeber, J., & Passfield, L. (2017). Perfectionism and achievement goals revisited: The 3×2 achievement goal framework. Psychology of Sport and Exercise, 28(1), 120-124.
Madjar, N., Kaplan, A., & Weinstock, M. (2011). Clarifying mastery-avoidance goals in high school: Distinguishing between intrapersonal and task-based standards of competence. Contemporary Educational Psychology, 36(4), 268-279.
Maehr, M. L., & Nicholls, J. G. (1980). Culture and achievement motivation: A second look. In N. Warren (Ed.), Studies in cross-cultural psychology (Vol. 2, pp. 221-267). New York: Academic Press.
Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research: Design and interpretation. Sage publications.
Mitchell, M. L., & Jolley, J. M. (2012). Research design explained. Cengage Learning.
Nadon, L., Babenko, O., Chazan, D., & Daniels, L. M. (2020). Burning out before they start? An achievement goal theory perspective on medical and education students. Social Psychology of Education, 23(4), 1055-1071.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346.
Ning, H. K. (2018). Psychometric Properties of the 3×2 Achievement Goal Questionnaire in a Hong Kong Sample. Journal of Psychoeducational Assessment, 36(3), 261-272.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98(3), 583-597.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115-135.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105, 579–595.
Schumacker, R. E., & Lomax, R. G. (2004). A beginner's guide to structural equation modeling. psychology press.
Stipek, D., & Iver, D. M. (1989). Developmental change in children's assessment of intellectual competence. Child Development, 60, 521-538.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Upper Saddle River, NJ: Pearson.
Urdan, T., & Kaplan, A. (2020). The origins, evolution, and future directions of achievement goal theory. Contemporary Educational Psychology, 61, 1-10.
Wang, C. J., Liu, W. C., Sun, Y., & Chua, L. L. (2017). Psychometric properties of the 3×2 achievement goal questionnaire for sport. International Journal of Sport and Exercise Psychology, 15(5), 460-474.
White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66(5), 297-333.
Wu, C. C. (2012). The cross-cultural examination of 3×2 achievement goal model in Taiwan. Procedia-Social and Behavioral Sciences, 69, 422-427.
Zhou, M., Teo, T., & Hoi, C. K. W. (2020). Validation of a simplified Chinese version of the 3×2 Achievement Goal Questionnaire (AGQ-S). The Journal of General Psychology, 149(1), 116-137.
