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

• Published in: Journal of psychoeducational assessment 2023-10, Vol.41 (7), p.764-776
• Main Authors: Lopez, J., Johnson, C., Dai, L., Jones, M. H., Nodine, M., Cooper, D., Eckel, S.
• Format: Article
• Language: English
• ISSN: 0734-2829; 1557-5144
• DOI: 10.1177/07342829231185854

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 × 2 (AGQ 3 × 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 × 2 had stronger relationships within their respective instruments then between the scales. The PALS and AGQ 3 × 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 × 2 goal instrumently likely measure different theoretical constructs.