The development and validation of scales assessing students' achievement goal orientations.

Autor/inn/en	Midgley, Carol; Kaplan, Avi; Middleton, Michael; Maehr, Martin L.; Urdan, Tim; Hicks Anderman, Lynley; Anderman, Eric; Roeser, Robert
Institution	University of Michigan
Titel	The development and validation of scales assessing students' achievement goal orientations.
Quelle	In: Contemporary educational psychology, 23 (1998) 2, S. 113-131Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1006/ceps.1998.0965
Schlagwörter	Lernbeobachtung; Fertigkeit; Fähigkeit; Motivationsforschung; Schule; Sekundarstufe I; Grundschule; Lernprozess; Lerntheorie; Motivation; Lernaufgabe; Skala; Bewertung; Kompetenzentwicklung; Leistung; Leistungsmessung; Zielorientierung
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. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/4