Patterns of Adaptive Learning Scales and Achievement Goal Questionnaire 3 x 2: More Different than Similar

Autor/inn/en	Lopez, J.; Johnson, C.; Dai, L.; Jones, M. H.; Nodine, M.; Cooper, D.; Eckel, S.
Titel	Patterns of Adaptive Learning Scales and Achievement Goal Questionnaire 3 x 2: More Different than Similar
Quelle	In: Journal of Psychoeducational Assessment, 41 (2023) 7, S.764-776 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, M. H.) ORCID (Nodine, M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829231185854
Schlagwörter	Surveys; Academic Achievement; Goal Orientation; Test Validity; Factor Analysis; Structural Equation Models; Undergraduate Students; Student Motivation; Comparative Analysis; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Survey; Umfrage; Befragung; Schulleistung; Zielorientierung; Zielvorstellung; Testvalidität; Faktorenanalyse; Schulische Motivation
Abstract	The present study examined the convergent validity between two frequently used achievement goal instruments: Patterns of Adaptive Learning Scales (PALS) and the Achievement Goal Questionnaire 3 x 2 (AGQ 3 x 2). Confirmatory factor analysis and structural equation models tested for relationships both within and across the scales in a sample of undergraduate students (N = 363). Main findings suggested that the PALS and AGQ 3 x 2 had stronger relationships within their respective instruments then between the scales. The PALS and AGQ 3 x 2 instruments had some similarities between mastery goals, but relationships between the performance goals of these two instruments were weaker or uncorrelated. These findings suggest/highlight the ongoing disparities in the measurement of achievement goal theory. Future research should consider that the PALS and AGQ 3 x 2 goal instrumently likely measure different theoretical constructs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01