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

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...

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Bibliographic Details
Published in:Journal of psychoeducational assessment 2023-10, Vol.41 (7), p.764
Main Authors: Lopez, J, Johnson, C, Dai, L, Jones, M. H, Nodine, M, Cooper, D, Eckel, S
Format: Article
Language:English
Subjects:
Academic Achievement
Comparative Analysis
Factor Analysis
Goal Orientation
Structural Equation Models
Student Motivation
Surveys
Test Validity
Undergraduate Students
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Summary: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.
ISSN:0734-2829
DOI:10.1177/07342829231185854