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Educational and Psychological Measurement
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Examining the Psychometric Properties of the Achievement Goal Questionnaire in a General Academic Context

Sara J. Finney

James Madison University, finneysj{at}jmu.edu

Suzanne L. Pieper

James Madison University

Kenneth E. Barron

James Madison University

The psychometric properties of the Achievement Goal Questionnaire (AGQ), when modified for a general academic context, were examined. Previous research has found evidence of a four-factor structure of achievement goal orientation when this measure was used in a course-specific context. This study is an important addition to goal orientation research for the following two reasons: (a) It provides additional support for four distinct factors of goal orientation, and (b) it answers the call for examining achievement goal orientation measures at different levels of specificity. The authors found that the four-factor structure of goal orientation replicated when used in a general academic context.

Key Words: motivation • achievement goal orientation • factorial validity

Educational and Psychological Measurement, Vol. 64, No. 2, 365-382 (2004)
DOI: 10.1177/0013164403258465
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