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Educational and Psychological Measurement
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The Development and Validation of the Goal Orientation and Learning Strategies Survey (Goals-S)

Martin Dowson

Institute of Christian Tertiary Education, mdowson{at}icte.edu.au

Dennis M. McInerney

University of Western Sydney

This article outlines the construction and validation of the Goal Orientation and Learning Strategies Survey (GOALS-S). This 84-item survey was designed to measure students’ motivational goal orientations and their cognitive and metacognitive strategies. Results of first-order confirmatory factor analyses (CFAs) supported the factorial validity of the GOALS-S scales measuring students’ goals and strategies (with goodness-of-fit indices in post-hoc models ranging from .908 to .981). In addition, higher order CFAs (HCFAs) support hierarchical structure of the GOALS-S scales (with goodness-of-fit indices ranging from .904 to .980). Finally, tests of invariance supported the factorial stability of the GOALS-S scales across gender groups (with goodness-of-fit indices ranging from .901 to .981).

Key Words: goal orientations • cognitive strategies • metacognitive strategies • confirmatory factor analysis

Educational and Psychological Measurement, Vol. 64, No. 2, 290-310 (2004)
DOI: 10.1177/0013164403251335
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