Examining the Psychometric Properties of the Achievement Goals Questionnaire among Nigerian Preservice Mathematics and Science Teachers

Autor/inn/en	Awofala, Adeneye O. A.; Arigbabu, Abayomi A.; Fatade, Alfred O.; Awofala, Awoyemi A.
Titel	Examining the Psychometric Properties of the Achievement Goals Questionnaire among Nigerian Preservice Mathematics and Science Teachers
Quelle	In: Electronic Journal of Research in Educational Psychology, 11 (2013) 3, S.743-770 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
DOI	10.14204/ejrep.31.13037
Schlagwörter	Academic Achievement; Goal Orientation; Questionnaires; Foreign Countries; Psychometrics; Test Theory; Factor Analysis; Factor Structure; Cultural Context; Mathematics Education; Science Education; Preservice Teachers; Mathematics Teachers; Science Teachers; Student Attitudes; Multivariate Analysis; Nigeria + Suchen Sie Ihr Suchwort? Schulleistung; Zielorientierung; Zielvorstellung; Fragebogen; Ausland; Psychometry; Psychometrie; Testtheorie; Faktorenanalyse; Faktorenstruktur; Mathematische Bildung; Naturwissenschaftliche Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Schülerverhalten; Multivariate Analyse
Abstract	Introduction: The stability of the achievement goal orientation across different contexts has been a source of further research since the new millennium. Through theoretically-driven and empirically-based analyses, this study investigated the psychometric properties of the Elliot and McGregor 2x2 framework for achievement goal questionnaire within a communal context. Method: Based on classical test theory, the present study attempted to explore the stability of the 2x2 framework for Achievement Goal Questionnaire (AGQ) using exploratory factor analysis involving the principal components extraction with orthogonal and oblique rotations. Results: Results support the factor structure of the 2x2 achievement goal framework in the collectivist culture context. Discussion: The present study provides evidence that suggests that achievement goal construct as measured by AGQ, appears to be culturally and contextually invariant thus reinforcing the four-factor model namely mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance in domain specific context. Future research should focus on determining the psychometric properties of the 2x2 achievement goals in Mathematics Education Questionnaire and Science Education Questionnaire using both the classical test theory and the modern item response theory to refute or generalize existing results. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10