Validation of the Achievement Goal Questionnaire-Revised Among University Students

Document Type : Research Article

Authors

Abstract

Objective: This study aimed to test the psychometric Revised version of Achievement Goal Questionnaire (AGQ-R; Elliott and Mvrayama, 2008) was among a group of Iranian students.
Method: A correlational study of 322 undergraduate students (166 boys and 156 girls) AGQ-R and comprehensive version emotional development questionnaire (AEQ; Pkran, Goetz and Perry, 2005) responded.
In order to determine the validity of AGQ-R statistical techniques exploratory factor analysis and confirmatory factor analysis to assess the internal consistency, Cronbach's alpha coefficients were used AGQ-R. Also, at the same time to the study of criterion validity AGQ-R, correlation between achievement goals with positive and negative emotions, progress was reported.


Results: Principal components analysis using varimax rotation showed that AGQ-R of four orbit avoidance mastery goals, target Tslt‌Mdar tendency, goal-oriented and performance-avoidance goal orientation functional circuit is formed. The fit indices confirmatory factor analysis based on software AMOS, confirmed the existence of these four factors. The results of the correlation between mastery and performance improvement objectives with positive and negative emotions experimental progress AGQ-R at the same time supported the criterion validity. The internal consistency coefficient values ​​AGQ-R for the purpose of avoiding control circuit, control circuit, trend, target and goal Ajtnab‌Mdar functional performance with 88/0 Graysh‌Mdar respectively, vary from 850, 77/0 and 77/0 respectively.
Conclusion: Overall, the results showed that AGQ-R for the purposes of assessing progress in the Iranian students is valid and reliable tool.

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References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 3, Issue 4 - Serial Number 4
October 2015
Pages 107-122

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