Contemporary measures of approach and avoidance goal orientations
Similarities and differences
Bibliographic Data
| ID | 5266140 |
|---|---|
| Authors | Michaela Smith (0000-0002-3164-0743, The Edgbaston Hospital), Joan L Duda (0000-0002-0068-257X, University of Birmingham, corresponding author), Joan Duda, Justine Allen (0000-0001-9918-9330, De Montfort University), Howard Hall (0000-0002-6550-4408, De Montfort University) |
| Year | 2002 |
| Volume | 72 |
| Issue | 2 |
| Pages | 155-190 |
| Publication date | 2002-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709902158838 |
| PMID | 12028607 |
| OpenAlex | W2094444989 |
| Language | EN |
| Citations received | 19 |
| References cited | 20 |
Background: In response to a resurgence of interest in and demonstrated utility of the approach-avoidance goal distinction, a number of researchers (Elliot & Church, 1997; Midgley et al., 1998; Skaalvik, 1997) have developed instruments to assess individual differences in the tendency to adopt approach-avoidance goals. However, to date there has been no attempt to examine the psychometric properties or conceptual and measurement overlap of these instruments.Aims: (i) To determine whether three questionnaires designed to measure approach-avoidance goal orientations are assessing the same or different constructs, and (ii) to examine the psychometric properties of each of the approach-avoidance measures (i.e., internal consistency, convergent, discriminant, factorial, and construct validity).Sample: Participants in this study were 475 undergraduate students (N = 228 males; N = 244 females; three missing information) enrolled at two large universities in the United Kingdom.Method: Participants completed a questionnaire which included measures of approach-avoidance goal orientations, effort regulation, test anxiety, perceived ability, and intrinsic motivation, extrinsic motivation, and amotivation.Results: Results revealed a degree of convergence between the three instruments. Each of the instruments demonstrated good psychometric properties although construct validity results were inconsistent across the measures.Conclusion: There is a need for future research to clarify the operational definition and subsequent measurement of the performance avoidance construct, and in particular, to examine the role that effort, impression management, and anxiety/fear of failure play in its conceptualisation
Amotivation · Anxiety · Cognitive psychology · Construct (python library) · Construct validity · Convergent validity · Developmental psychology · Discriminant validity · Internal consistency · Intrinsic motivation · Predictive validity · Psychometrics · Clinical Psychology · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychological Testing and Assessment · Psychology · Social Psychology
The Making of the Motivated Strategies for Learning Questionnaire
Teachers' achievement goal orientations and associations with teachers' help seeking
Performance-approach goal effects depend on how they are defined
A 3 × 2 achievement goal model.
The Contributions and Prospects of Goal Orientation Theory
Teachers' goal orientations for teaching
The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome
Motivation and learning strategies among students in upper secondary education
Effects of feedback design and dispositional goal orientations on volunteer performance in citizen science projects
Performance-approach goals
How are non-geography majors motivated in a large introductory world geography course
Reliability Generalization of the Patterns of Adaptive Learning Survey Goal Orientation Scales
Comparing dichotomous and trichotomous approaches to achievement goal theory
Striving to learn and feeling well? The effects of students’ achievement goal-orientation on their psychological and physical well-being over one school year
Achievement goals for teaching and teachers’ reference norms
Goal-orientation and teacher motivation among teacher applicants and student teachers
Evidence on the Effects of an Audit Quality Bonus
Modern psychometrics for assessing achievement goal orientation
Validation of a Chinese achievement goal orientation questionnaire
Physical Self-Description Questionnaire
Dimensions of achievement motivation in schoolwork and sport.
Self-enhancing and self-defeating ego orientation
The Development and Validation of Scales Assessing Students' Achievement Goal Orientations
Approach and avoidance motivation and achievement goals
Achievement motivation
Avoiding the demonstration of lack of ability
Achievement goals, study strategies, and exam performance
Testing Structural Equation Models
Intrinsic Motivation and Self-Determination in Human Behavior
The Academic Motivation Scale
Differences between Elementary and Middle School Teachers and Students
Coefficient alpha and the internal structure of tests
A hierarchical model of approach and avoidance achievement motivation
Test anxiety and the hierarchical model of approach and avoidance achievement motivation
Motivational processes affecting learning
Approach and avoidance achievement goals and intrinsic motivation
Achievement goals and intrinsic motivation
Convergent and discriminant validation by the multitrait-multimethod matrix
Alternative Ways of Assessing Model Fit
| Citations per year | 0.9 |
|---|---|
| Citation span | 2005 - 2025 (21) |
| Highly cited | No |