The Development and Validation of Scales Assessing Students' Achievement Goal Orientations |
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| Institution: | 1. Department of Psychology, Philipps University Marburg, Gutenbergstr. 18, 35032 Marburg, Germany;2. Department of Psychology, TU Dortmund, Emil-Figge-Str. 50, 44227 Dortmund, Germany;3. Department of Psychology, Heidelberg University, Hauptstrasse 47-51, 69117 Heidelberg, Germany;1. Department of Individual, Family and Community Education, University of New Mexico, Albuquerque, NM 87131, USA;2. Department of Educational Leadership, Sport Studies, and Educational/Counseling Psychology, Washington State University, Pullman, WA 99164, USA;3. Department of Counseling, Educational Psychology, and Research, University of Memphis, Memphis, TN 38152, USA |
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| Abstract: | Achievement goal theory has emerged as a major new direction in motivational research. A distinction is made among conceptually different achievement goal orientations including the goal to develop ability (task goal orientation), the goal to demonstrate ability (ability-approach goal orientation), and the goal to avoid the demonstration of lack of ability (ability-avoid goal orientation). Scales assessing each of these goal orientations were developed over an eight year period by a group of researchers at the University of Michigan. The results of studies conducted with seven different samples of elementary and middle school students are used to describe the internal consistency, stability, and construct validity of the scales. Comparisons of these scales with those developed by Nicholls and his colleagues provide evidence of convergent validity. Confirmatory factor analysis attests to the discriminant validity of the scales. |
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