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Educational and Psychological Measurement
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A Comparative Analysis of Contemporary Achievement Goal Orientation Measures

Carolyn M. Jagacinski

Purdue University

Joan L. Duda

University of Birmingham

As research on achievement goals has increased, so has the number of different measures of goal orientations. In this article, the authors examined three popular measures of task and ego achievement goal orientations in terms of factorial and construct validity, internal consistency reliability, and distributional characteristics. College students completed the Ability and Task Orientation scales from the Patterns of Adaptive Learning Survey (PALS), Task and Ego Motivational Orientation Scales, and the General Learning and Performance Goal Orientations Scales. The first two sets of scales assess goal orientations for schoolwork, whereas the third is more general. To assess construct validity, the scales were correlated with the Jackson Achievement Orientation Scale, beliefs concerning the role of effort and ability in success, and interest/enjoyment of and boredom with schoolwork. The PALS scales generally faired the best in terms of distributional characteristics, factorial validity, and construct validity.

Educational and Psychological Measurement, Vol. 61, No. 6, 1013-1039 (2001)
DOI: 10.1177/00131640121971626
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 Educational and Psychological MeasurementHome page
L. G. Hafsteinsson, J. J. Donovan, and B. T. Breland
An Item Response Theory Examination of Two Popular Goal Orientation Measures
Educational and Psychological Measurement, August 1, 2007; 67(4): 719 - 739.
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 Educational and Psychological MeasurementHome page
M. E. Ross, M. Blackburn, and S. Forbes
Reliability Generalization of the Patterns of Adaptive Learning Survey Goal Orientation Scales
Educational and Psychological Measurement, June 1, 2005; 65(3): 451 - 464.
[Abstract] [PDF]

Home page
 Educational and Psychological MeasurementHome page
S. J. Finney, S. L. Pieper, and K. E. Barron
Examining the Psychometric Properties of the Achievement Goal Questionnaire in a General Academic Context
Educational and Psychological Measurement, April 1, 2004; 64(2): 365 - 382.
[Abstract] [PDF]