The development and validation of scales assessing students' achievement goal orientations
The development and validation of scales assessing students' achievement goal orientations
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DOI：
10.1006/ceps.1998.0965
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发表时间：
1998-04-01
影响因子：
10.3
通讯作者：
Roeser, R
中科院分区：
文献类型：
--
作者：
Midgley, C;Kaplan, A;Roeser, R
成就目标理论已成为动机研究的一个重要新方向。概念上不同的成就目标取向之间存在区别，包括发展能力的目标（任务目标取向）、展示能力的目标（能力接近目标取向）和避免表现出缺乏能力的目标（能力回避目标取向）。密歇根大学的一组研究人员在八年的时间里开发了评估每个目标取向的量表。采用七个不同中小学生样本的研究结果来描述量表的内部一致性、稳定性和结构效度。这些量表与尼科尔斯及其同事开发的量表的比较提供了收敛有效性的证据。验证性因素分析证明了量表的判别有效性。 (C) 1998 年学术出版社。
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. Com parisons 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. (C) 1998 Academic Press.