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Patterns of Adaptive Learning Scales and Achievement Goal Questionnaire 3 x 2: More Different than Similar

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Title: Patterns of Adaptive Learning Scales and Achievement Goal Questionnaire 3 x 2: More Different than Similar
Language: English
Authors: Lopez, J., Johnson, C., Dai, L., Jones, M. H. (ORCID 0000-0002-3694-9707), Nodine, M. (ORCID 0009-0006-7306-3477), Cooper, D., Eckel, S.
Source: Journal of Psychoeducational Assessment. Oct 2023 41(7):764-776.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Surveys, Academic Achievement, Goal Orientation, Test Validity, Factor Analysis, Structural Equation Models, Undergraduate Students, Student Motivation, Comparative Analysis
Assessment and Survey Identifiers: Patterns of Adaptive Learning Survey
DOI: 10.1177/07342829231185854
ISSN: 0734-2829
1557-5144
Abstract: The present study examined the convergent validity between two frequently used achievement goal instruments: Patterns of Adaptive Learning Scales (PALS) and the Achievement Goal Questionnaire 3 x 2 (AGQ 3 x 2). Confirmatory factor analysis and structural equation models tested for relationships both within and across the scales in a sample of undergraduate students (N = 363). Main findings suggested that the PALS and AGQ 3 x 2 had stronger relationships within their respective instruments then between the scales. The PALS and AGQ 3 x 2 instruments had some similarities between mastery goals, but relationships between the performance goals of these two instruments were weaker or uncorrelated. These findings suggest/highlight the ongoing disparities in the measurement of achievement goal theory. Future research should consider that the PALS and AGQ 3 x 2 goal instrumently likely measure different theoretical constructs.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1391509
Database: ERIC
FullText Text:
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  Data: Patterns of Adaptive Learning Scales and Achievement Goal Questionnaire 3 x 2: More Different than Similar
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  Data: <searchLink fieldCode="AR" term="%22Lopez%2C+J%2E%22">Lopez, J.</searchLink><br /><searchLink fieldCode="AR" term="%22Johnson%2C+C%2E%22">Johnson, C.</searchLink><br /><searchLink fieldCode="AR" term="%22Dai%2C+L%2E%22">Dai, L.</searchLink><br /><searchLink fieldCode="AR" term="%22Jones%2C+M%2E+H%2E%22">Jones, M. H.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3694-9707">0000-0002-3694-9707</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nodine%2C+M%2E%22">Nodine, M.</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-7306-3477">0009-0006-7306-3477</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cooper%2C+D%2E%22">Cooper, D.</searchLink><br /><searchLink fieldCode="AR" term="%22Eckel%2C+S%2E%22">Eckel, S.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Psychoeducational+Assessment%22"><i>Journal of Psychoeducational Assessment</i></searchLink>. Oct 2023 41(7):764-776.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Analysis%22">Factor Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+Equation+Models%22">Structural Equation Models</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink>
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  Data: 10.1177/07342829231185854
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  Data: 0734-2829<br />1557-5144
– Name: Abstract
  Label: Abstract
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  Data: The present study examined the convergent validity between two frequently used achievement goal instruments: Patterns of Adaptive Learning Scales (PALS) and the Achievement Goal Questionnaire 3 x 2 (AGQ 3 x 2). Confirmatory factor analysis and structural equation models tested for relationships both within and across the scales in a sample of undergraduate students (N = 363). Main findings suggested that the PALS and AGQ 3 x 2 had stronger relationships within their respective instruments then between the scales. The PALS and AGQ 3 x 2 instruments had some similarities between mastery goals, but relationships between the performance goals of these two instruments were weaker or uncorrelated. These findings suggest/highlight the ongoing disparities in the measurement of achievement goal theory. Future research should consider that the PALS and AGQ 3 x 2 goal instrumently likely measure different theoretical constructs.
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  Data: 2023
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  Data: EJ1391509
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