Measuring mindsets and achievement goal motivation: A validation study of three instruments

David A. Cook, Becca L. Gas, Anthony R. Artino

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Purpose May 2017 completed each instrument. and performance goals but inconsistent To evaluate the validity of scores The authors evaluated internal structure distinction between performance-from three instruments measuring using reliability and factor analysis and approach and performance-avoidance achievement goal motivation-related relations with other variables using the goals. Correlations among AGQ-R and constructs: a shortened version of multitrait–multimethod matrix. PALS scores were large for mastery Dweck’s Implicit Theories of Intelligence (r = 0.72) and moderate for performance Scale (ITIS-S), measuring incremental Results (≥ 0.45) domains; correlations among and entity mindsets; Elliot’s Achievement There were 178 participants. Internal incremental and mastery scores Goal Questionnaire–Revised (AGQ-R), consistency reliability (Cronbach were moderate (≥ 0.34). Contrary to measuring mastery-approach, mastery-alpha) was > 0.70 for all subscores. expectations, correlations between entity avoidance, performance-approach, and Confirmatory factor analysis of ITIS-S and performance scores were negligible. performance-avoidance achievement scores demonstrated good model fit. Correlations between conceptually goals; and Midgley’s Patterns of Adaptive Confirmatory factor analysis of AGQ-R unrelated domains were small or Learning Scales (PALS), measuring scores demonstrated borderline fit; negligible. mastery, performance-approach, and exploratory factor analysis suggested a performance-avoidance achievement three-domain model (approach, mastery-Conclusions goals. avoidance, performance-avoidance). All instrument scores had good internal Confirmatory factor analysis of PALS consistency and generally appropriate Method scores also demonstrated borderline fit; relations with other variables, but High school students participating in a exploratory factor analyses suggested empirically determined domain structures medical simulation training activity in consistent distinction between mastery did not consistently match theory.

Original languageEnglish (US)
Pages (from-to)1391-1399
Number of pages9
JournalAcademic Medicine
Volume93
Issue number9
DOIs
StatePublished - 2018

ASJC Scopus subject areas

  • Education

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