Re-examining achievement goal instrumentation: Convergent validity of AGQ and PALS
Abstract
Questions persist about the validity of the two most widely used achievement goal instruments (Patterns of Adaptive Learning Scales, PALS; and the Achievement Goals Questionnaire, AGQ). This study uses structural equation modeling to examine the convergence of results obtained with the AGQ and PALS within the same sample of high school students (N = 278). A test of convergent validity supports that the two instruments may similarly operationalize mastery-approach goals, but differentially measure performance goals. Findings underscore the need to further examine performance goal assessment between the AGQ and PALS.
Publication Title
Contemporary Educational Psychology
Recommended Citation
Hackel, T., Jones, M., Carbonneau, K., & Mueller, C. (2016). Re-examining achievement goal instrumentation: Convergent validity of AGQ and PALS. Contemporary Educational Psychology, 46, 73-80. https://doi.org/10.1016/j.cedpsych.2016.04.005
