TY - JOUR
T1 - The Development and Validation of Scales Assessing Students' Achievement Goal Orientations
AU - Midgley, Carol
AU - Kaplan, Avi
AU - Middleton, Michael
AU - Maehr, Martin L.
AU - Urdan, Tim
AU - Anderman, Lynley Hicks
AU - Anderman, Eric
AU - Roeser, Robert
N1 - Funding Information:
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. ª 1998 Academic Press The authors express their appreciation to Kwang Suk Yoon for consultation regarding the confirmatory factor analyses. The development of these scales and the preparation of this paper were funded by grants from the U.S. Department of Education and the William T. Grant Foundation. Address correspondence and reprint requests to Carol Midgley, 1400D School of Education Building, 610 East University, Ann Arbor, MI 48109-1259. E-mail: Æ [email protected]æ . 113
PY - 1998/4
Y1 - 1998/4
N2 - 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.
AB - 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.
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U2 - 10.1006/ceps.1998.0965
DO - 10.1006/ceps.1998.0965
M3 - Article
AN - SCOPUS:0000693789
SN - 0361-476X
VL - 23
SP - 113
EP - 131
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
IS - 2
ER -