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Examining dual meanings of items in 2 × 2 achievement goal questionnaires through MTMM modeling and MDS approach

Wu, Chia-Huei and Chen, Lung Hung (2010) Examining dual meanings of items in 2 × 2 achievement goal questionnaires through MTMM modeling and MDS approach. Educational and Psychological Measurement, 70 (2). pp. 305-322. ISSN 0013-1644

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Identification Number: 10.1177/0013164409344501

Abstract

In 2001, Elliot and McGregor proposed a 2 × 2 (mastery—performance × approach— avoidance) achievement goal frameworks and developed a questionnaire to measure four goals (mastery—approach, mastery—avoidance, performance—approach, and performance—avoidance goals).This study examines the dual meanings of items in 2 × 2 achievement goal questionnaires by confirmatory factor analysis with an uncorrelated-trait and uncorrelated-method model and multidimensional scaling technique. A total of 2,111 freshmen completed the Achievement Goal Questionnaire for General Academics, and a total of 1,014 university students in Taiwan provided their ratings on the Chinese Achievement Goal Questionnaire for Physical Education. Confirmatory factor analysis results show that the uncorrelated-trait and uncorrelated-method model is better than the 2 × 2 four-factor model, supporting the dual meanings of items. In addition, multidimensional scaling results show that items can be plotted on a two-dimensional (mastery—performance and approach—avoidance) map, in which four quadrants represent one type of goal. The evidence indicates that the items in the Chinese Achievement Goal Questionnaire for Physical Education have adequate construct validity in their dual meanings derived from the combinations of mastery— performance and approach—avoidance dimensions.

Item Type: Article
Official URL: http://epm.sagepub.com/
Additional Information: © 2010 SAGE Publications
Divisions: Management
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Sets: Departments > Management
Date Deposited: 06 Sep 2013 10:00
Last Modified: 20 Feb 2019 09:40
URI: http://eprints.lse.ac.uk/id/eprint/51712

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