Reliability and validity evidence of scores on the Achievement Goal Tendencies Questionnaire in a sample of Spanish students of compulsory secondary education

• Published in: Psychology in the schools Vol. 46; no. 10; pp. 1048 - 1060
• Main Authors: Ingles, Candido J., Garcia-Fernandez, Jose M., Castejon, Juan L., Valle, Antonio, Delgado, Beatriz, Marzo, Juan C.
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley Subscription Services, Inc., A Wiley Company 01.12.2009; John Wiley & Sons, Inc; Wiley
• Subjects: Academic Achievement; Biological and medical sciences; Correlation; Educational psychology; Factor Analysis; Factor Structure; Foreign Countries; Fundamental and applied biological sciences. Psychology; Goal Orientation; Goals; Mathematics; Mathematics Achievement; Measures (Individuals); Orientation. Evaluation; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Regression (Statistics); Reliability; Scores; Secondary School Students; Social Reinforcement; Spain; Spanish; Spanish version; Validity; Spain; Human; Test validation; Academic achievement; Foreign language version; Questionnaire; Motivation; Secondary education; Psychometrics; Spanish; Student; Test reliability
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.20443

This study examined the reliability and validity evidence drawn from the scores of the Spanish version of the Achievement Goal Tendencies Questionnaire (AGTQ) using a sample of 2,022 (51.1% boys) Spanish students from grades 7 to 10. Confirmatory factor analysis replicated the correlated three‐factor structure of the AGTQ in this sample: Learning Goals (LG), Social Reinforcement Goals (SRG), and Performance Goals (PG). The AGTQ yields relatively reliable scores for Spanish students. Logistic regression analyses were used to provide additional validity evidence of AGTQ scores on academic success (general, Spanish, and mathematics). Results indicated that general academic success was 15% and 5% more likely every time that scores on LG and PG scales increased 1 point, respectively, although general academic success was 9% less likely every time that scores on SRG scale increased 1 point. These results were similar for Spanish and mathematics. However, the score on the LG scale did not forecast success in both subjects. © 2009 Wiley Periodicals, Inc.