The 3D Achievement Goal Theory and the adaptation of the 3D Achievement Goal Questionnaire
DOI:
https://doi.org/10.17627/ALKPSZICH.2024.2.79Keywords:
achievement motivation, achievement goals, achievement goal questionnaire, adaptation, reliability, validityAbstract
Background and aims: The paradigms of achievement goals has become one of the dominant theoretical frameworks in the field of achievement motivation research since the 1990s. Several theoretical models have been created over the decades. Our study presents a new model and the examination of the construct validity and reliability of the questionnaire developed to measure it. Compared to the most widespread paradigm, which describes four types of achievement goals and measures them, the model distinguishes six goals and measures the level of these goals perceived by the students with the help of the developed questionnaire.
Method: In three consecutive years, in three researches, in the context of mathematics and foreign language learning, a total of 1,460 people, mostly high achiever secondary school students (grades 9-11), filled out the 3D Achievement Goal Questionnaire online.
Results: In the course of all three researches, confirmatory factor analysis was performed on the questionnaire data, in addition, the reliability of the scales determined by the model and measured by the questionnaire, and the correlations of the performance goals were examined. Based on the confirmatory factor analyses, the construct validity and reliability of the 3D model is adequate for the examined sample, and the individual goals, in accordance with international results, follow a specific pattern and are positively correlated.
Discussion: The 3D Achievement Goal Theory offers a model that can be used to characterize student goals, and the instrument developed based on the model can reliably measure student goals.
