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

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Abstract

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.

General Information

Keywords: learning motivation, learning activity, achievement goals in education, achievement goal theory, validation

Journal rubric: Psychology at School

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2021260506

Received: 05.08.2021

Accepted:

For citation: Nikitskaya M.G., Uglanova I.L. The Russian Version of the Educational Achievement Goal Questionnaire: Development, Validation and Research of Functionality. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2021. Vol. 26, no. 5, pp. 67–84. DOI: 10.17759/pse.2021260506. (In Russ., аbstr. in Engl.)

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Information About the Authors

Maria G. Nikitskaya, PhD in Psychology, PhD in Psychology, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-5803-8795, e-mail: maria.nikitskaya@gmail.com

Irina L. Uglanova, Junior Research Fellow, Centre for Psychometrics and Measurements in Education, National Research University Higher School of Economics, Moscow, Russia, ORCID: https://orcid.org/0000-0001-9117-5997, e-mail: iuglanova@hse.ru

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