The development and validation of scales assessing students’ achievement goal orientations

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),...

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Bibliographic Details
Published in:Contemporary educational psychology 1998-04, Vol.23 (2), p.113-131
Main Authors: Midgley, Carol, Kaplan, Avi, Middleton, Michael, Maehr, Martin L, Urdan, Tim, Hicks Anderman, Lynley, Anderman, Eric, Roeser, Robert
Format: Article
Language:English
Subjects:
Bewertung
Biological and medical sciences
Educational psychology
Fertigkeit
Fundamental and applied biological sciences. Psychology
Fähigkeit
Grundschule
Kompetenzentwicklung
Leistung
Leistungsmessung
Lernaufgabe
Lernbeobachtung
Lernprozess
Lerntheorie
Motivation
Motivationsforschung
Orientation. Evaluation
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Schule
Sekundarstufe I
Skala
Zielorientierung
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Summary: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.).
ISSN:0361-476X
1090-2384
1090-2384
DOI:10.1006/ceps.1998.0965