The Russian Version of the Educational Achievement Goal Questionnaire: Development, Validation and Research of Functionality

The paper presents results of a study (N=280) aimed at adaptation, modification and validation of the Russian version of the Achievement Goal Questionnaire based on the 3x2 model of Elliot’s achievement goal theory. We address the issue of the functionality of the application of the methodology in the study of the goals of educational achievements: in studies in general, or for a specific subject. The study shows that the adapted questionnaire demonstrates satisfactory psychometric properties in terms of reproducing the expected factor structure and functioning of individual statements of the questionnaire. According to the results obtained, the group of goals presented in the student’s learning activity differs in severity for different academic disciplines and for learning in general. According to the results obtained, the group of goals presented in the student’s learning activity differs in severity for different academic disciplines and for learning in general. We conclude that the questionnaire can be used for exploring the goals of educational achievements as for specific subjects, as for learning in general. A modified Russian version of the Achievement Goal Questionnaire based on the 3x2 achievement goal model is attached to the article.

1. Bozhovich L.I. Problema razvitiya motivacionnoy sferi rebenka [The problem of the motivational sphere development of a child]. Izuchenie motivacii povedeniya detey I podrostkov [Motivation of behavior of children and adolescence research]. Moscow: Pedagogika, 1972, pp. 7—44.
2. Gordeeva T.O. Motivaciya uchebnoy deyatelnosti shkolnikov i studentov. Diss. dokt. psikhol. nauk. [Motivation of educational activity of schoolchildren and students. Dr. Sci. (Psychology) diss.]. Moscow, 2013. 444 p.
3. Leontiev A.N. Deyatelnost. Soznanie. Lichnost. [Activity. Consciousness and Personality.]. Moscow: Polizdat, 1975. 129 p.
4. Maloshonok N.G., Semenova T.V., Terentiev E.A. Uchebnaya motivaciya studentov rossiyskih vuzov [Educational motivation of russian students of higher educational organizations]. Voprosi obrazovaniya = Questions of Education, 2015, no. 3, pp. 92—121. DOI:10.17323/1814-9545-2015-3-92-121
5. Nikitskaya M.G. Issledovanie celey dostizheniy i napravlennosti v kontekste uchebnoy motivacii [Achievement goals and orientation in educational motivation]. Sovremennaya zarubezhnaya psikhologiya = Journal of Modern Foreign Psychology, 2019. Vol. 8, no. 2, pp. 26—35. DOI:10.17759/ jmfp.2019080203
6. Nikitskaya M.G., Tolstykh N.N. Zarubezhnie issledovaniya uchebnoy motivacii: XXI vek [Foreign research of educational motivation: XXI century]. Sovremennaya zarubezhnaya psikhologiya = Journal of Modern Foreign Psychology, 2018. Vol. 7, no. 2, pp. 100—113. DOI:10.17759/jmfp.2018070210
7. Semenova T.V. Teoretiko-metodologicheskie podhodi k izucheniyu uchebnoy motivacii: kompleksniy vzglyad [Theoretical and methodological approaches to the study of educational motivation: an integrated view]. Monitoring of public opinion: Economic and social changes, 2015, no. 6, pp.185—194.
8. Tolstykh N.N. Vvedenie [Introduction]. Sovremennaya zarubezhnaya psikhologiya = Journal of Modern Foreign Psychology, 2019. Vol. 8, no. 2, pp. 5—6. URL: https://psyjournals.ru/jmfp/2019/n2/ Tolstykh.shtml (Accessed 28.05.2021).
9. Heckhauzen H. Motivaciya i deyatelnostn [Motivation and action]. 2e izdanie. Saint-Petersburg: Piter; Moscow: Smisl, 2003. 860 p.
10. American Educational Research Association, American Psychological Association, National Council on Measurement in Education, Joint Committee on Standards for Educational and Psychological Testing (U.S.). 2014. Standards for educational and psychological testing.
11. Ames C. Classrooms: Goals, structures and student motivation. Journal of Educational Psychology, 1992. Vol. 84, no. 3, pp. 261—271.
12. Barret P. Structural equation modelling: Adjudging model fit. Personality and Individual Differences, 2007. Vol. 42, no. 5, pp. 815—824. DOI:10.1016/j. paid.2006.09.018
13. Brosseau-Liard P.E., Savalei V., Li L. An Investigation of the Sample Performance of Two Nonnormality Corrections for RMSEA. Multivariate Behavioral Research, 2012. Vol. 47, no. 6, pp. 904— 930. DOI:10.1080/00273171.2012.715252
14. Brosseau-Liard P.E., Savalei V. Adjusting Incremental Fit Indices for Nonnormality. Multivariate Behavioral Research, 2014. Vol. 49, no. 5, pp. 460— 470. DOI:10.1080/00273171.2014.933697
15. Brown T.A. Confirmatory Factor Analysis for Applied Research. First Edition. NY: Guilford, 2008. 462 p.
16. Burnham K.P., Anderson D.R. Multimodel Inference: Understanding AIC and BIC in Model Selection. Sociological Methods & Research, 2004. Vol. 33, no. 2, pp. 261—304. DOI:10.1177/0049124104268644
17. Dweck C.S. Motivational processes affecting learning. American Psychologist, 1986. Vol. 41, no. 10, pp. 1040—1048. DOI:10.1037/0003-066X.41.10.1040
18. Dweck C.S., Leggett E.L. A social-cognitive approach to motivation and personality. Psychological Review, 1988. Vol. 95, no. 2, pp. 256—273.
19. Elliot A.J. Approach and avoidance motivation and achievement goals. Educational Psychologist, 1999. Vol. 34, no. 3, pp. 169—189. DOI:10.1207/ s15326985ep3403_3
20. Elliot A.J. Handbook of approach and avoidance motivation. Psychology Press Taylor & Francis Group. New York, 2008. 682 p.
21. Elliot A.J., Murayama K. On the Measurement of Achievement Goals: Critique, Illustration, and Application. Journal of Educational Psichology, 2008. Vol. 100, no. 3, pp. 613—628. DOI:10.1037/0022- 0663.100.3.613
22. Elliot A.J., Murayama K., Pekrun R. A 3x2 Achievement Goal Model. Journal of Educational Psichology, 2011. Vol. 103, no. 3, pp. 632—648. DOI:10.1037/a0023952
23. Kamden K. Strunk, Wilson S. Lester, Forrest C. Lane, Payton D. Hoover, Jasmine S. Betties. Testing the mastery-avoidance construct in achievement goal theory: a meta-analytic confirmatory factor analysis (MA-CFA) of two achievement goals scales. Educational Psychology, 2020. DOI:10.1080/01443410.2020.18242 68
24. Mazzaferro R. Achievement goals, positive and negative performance feedback, and novel task performance. Dissertation. Fordham University. New York, 2019. 75 p.
25. Neath A.A., Cavanaugh J.E. The Bayesian information criterion: Background, derivation, and applications. WIREs Computational Statistics, 2012. Vol. 4, no. 2, pp. 199—203. DOI:10.1002/wics.199
26. Pedditzi M.L. Motivation to Learn: Achievement Goals, Self-Efficacy and Classroom Social Climate in Secondary School. International Journal of School and Cognitive Psychology, 2014. Vol. 1, no. 3. DOI:10.4172/2469-9837.1000114
27. Remedios R., Kiseleva Z., Elliott J. Goal orientations in Russian university students: from mastery to performance? Educational Psychology, 2008. Vol. 28, no. 6, pp. 677—691. DOI:10.1080/01443410802200257
28. Rosseel Y. The lavaan tutorial. Department of Data Analysis: Ghent University, 2014.
29. Uglanova I.L., Nikitskaya, M.G. Russian adaptation of the test based on 3x2 Achievement Goal Model (Elliot, Murayama, Pekrun, 2011). 2021. Mendeley Data. V1. DOI:10.17632/mfhmtmk8np.1
30. Wentzel K.R., Miele D.B. Handbook of motivation at school. Edition: 2nd. New York: Routledge, 2016. 532 p. DOI:10.4324/9781315773384
31. Yen W.M. Scaling Performance Assessments: Strategies for Managing Local Item Dependence. Journal of Educational Measurement, 1993. Vol. 30, no. 3, pp. 187—213.
32. Zucker S., Sassman C., Case B.J. Cognitive labs. Pearson, 2004. 10 p. URL: http://images.pearsonassessments. com/images/tmrs/tmrs_rg/CognitiveLabs.pdf (Accessed 10.06.2021).