Exploring the Psychometrical Properties of Achievement Goals in Indonesian College Students
DOI:
https://doi.org/10.35877/454RI.daengku4820Keywords:
Achievement Goal, AGQ-R, Confirmatory Factor Analysis, Indonesian, Psychometric, College StudentsAbstract
Achievement Goals Theory (AGT) is focused on individuals’ motivation and goal-pursuit behavior to achieve attainable targets. Therefore, this study aimed to investigate the validity and reliability of the AGT scale among Indonesian college students. Participants in this study included 220 students sampled using non-probability sampling. The Elliot’s Achievement Goals Questionnaire-Revised (AGQ-R) was used to measure participants’ beliefs about mastery-goal, mastery-avoidance, performance-goal, and performance-avoidance goals with three items on each subscale. Concurrent validity, Confirmatory Factor Analysis (CFA) and Rasch measurement model were carried out. Subsequently, Cronbach's Alpha, composite reliability were used to test reliability. The result showed that the three-factor model was the most appropriate representation as goodness of fit indexes ?2 (166) = 202.498, p = .0000, RMSEA = 0.045, 90% CI = 0.051? 4.493, probability RMSEA = 2.227, CFI =1.000, TLI = 1.000, SRMR = 0.056. AGQ-R was shown to be a valid and reliable instrument to be used on students in Indonesia. The three-factor model was the most appropriate representation, as well as a valid and reliable instrument to measure achievement goals in the sample of students in Indonesia. This model consisted of mastery and performance goals, while mastery-avoidance and performance-avoidance were combined into one domain. This validated psychometric instrument use to assess student motivation and design culturally-aligned interventions in the higher education and allow a development for teaching strategies that support student engagement and academic success.
References
Apostolou, M. (2013). Psychometric Properties of the Achievement Goal Questionnaire-Revised Administered to Greek University Students. Psychological Reports, 113(2), 380–403. https://doi.org/10.2466/14.11.PR0.113x22z1.
Becerra-Posada, T., García-Montes, P., Sagre-Barbosa, A., Carcamo-Espitia, M. I., & Herazo-Rivera, J. D. (2022). Project-based learning: The promotion of communicative competence and self-confidence at a State High School in Colombia. How, 29(2), 13-31.
Boiché, J. C. S., Sarrazin, P. G., Grouzet, F. M. E., Pelletier, L. G., & Chanal, J. P. (2008). Students' motivational profiles and achievement outcomes in physical education: A self-determination perspective. Journal of Educational Psychology, 100(3), 688–701. https://doi.org/10.1037/0022-0663.100.3.688
Bond, T. G., & Fox, C. M. (2018). Applying the Rasch model: Fundamental measurement in the human sciences. Psychology Press. https://www.taylorfrancis.com/books/mono/10.4324/9781410614575/applying-rasch-model-trevor-bond-christine-fox
Campbell, H. L., Barry, C. L., Joe, J. N., & Finney, S. J. (2008) Configural, metric, and scalar invariance of the modified achievement goal questionnaire across African American and white university students. Educational and Psychological Measurement, 68(6), 988-1007. https://doi.org/10.1177/0013164408318766
Chazan, D. J., Pelletier, G. N., & Daniels, L. M. (2022). Achievement goal theory review: An application to school psychology. Canadian Journal of School Psychology, 37(1), 40-56. https://doi.org/10.1177/08295735211058319
Cheng, X. (2023). Looking through goal theories in language learning: A review on goal setting and achievement goal theory. Frontiers in psychology, 13, 1035223. https://doi.org/10.3389/fpsyg.2022.1035223
Chowning, K., & Campbell, N. J. (2009). Development and validation of a measure of academic entitlement: Individual differences in students’ externalized responsibility and entitled expectations. Journal of Educational Psychology, 101(4), 982–997. https://doi.org/10.1037/a0016351
Clark, D. A., & Bowles, R. P. (2018). Model Fit and Item Factor Analysis: Overfactoring, Underfactoring, and a Program to Guide Interpretation. Multivariate Behavioral Research, 53(4), 544–558. https://doi.org/10.1080/00273171.2018.1461058.
Cook, D. A., Castillo, R. M., Gas, B., & Artino Jr, A. R. (2017). Measuring achievement goal motivation, mindsets and cognitive load: Validation of three instruments’ scores. Medical education, 51(10), 1061-1074. https://doi.org/10.1111/medu.13405
Daniels, L. and Bulut, O. (2019). Students' perceived usefulness of computerized percentage?only vs. descriptive score reports: associations with motivation and grades. Journal of Computer Assisted Learning, 36(2), 199-208. https://doi.org/10.1111/jcal.12398
Deeba, F., & Ahmad, I. (2023). A Rasch Analysis of Achievement Goal Orientation Scale in Language Education Context. NUST Journal of Social Sciences and Humanities, 9(2), 184-208. https://doi.org/10.51732/njssh.v9i2.171
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169–189. https://doi.org/10.1207/s15326985ep3403_3
Elliot, A. J., & McGregor, H. A. (2001). A 2× 2 Achievement Goal Framework. Journal of personality and social psychology, 80(3), 501. https://doi.org/10.1037/0022-3514.80.3.501
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613–628. https://doi.org/10.1037/0022-0663.100.3.613
Fokkema, M., Kuyper, H., & Van der Werf, G. (2024). Thriving and striving around the world: A cross-cultural examination of the relationship between achievement goals and flourishing. Journal of Happiness Studies, https://doi.org/10.1007/s10902-024-00828-6
Gravetter, F. J., Wallnau, L. B., Forzano, L.-A. B., & Witnauer, J. E. (2021). Essentials of statistics for the behavioral sciences (Edition 10). Cengage.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (Eighth edition). Cengage.
Hart, C., Mueller, C., Royal, K., & Jones, M. (2012). Achievement goal validation among african american high school students. Journal of Psychoeducational Assessment, 31(3), 284-299. https://doi.org/10.1177/0734282912466726
Herdian et al. 2021. Reliability and Correlation Item on Achievement Goal Orientation Scale of the Students College in Indonesia. Nursing, 2, 0-5
Holzinger, K. J., & Swineford, F. (1937). The Bi-Factor Method. Psychometrika, 2(1), 41–54. https://doi.org/10.1007/BF02287965
Kaplan, R. M. (2018). Psychological testing: Principles, applications, & issues (Ninth edition). Cengage Learning.
Kwon, H., Capraro, R. M., & Capraro, M. M. (2021). When I believe, I can: Success STEMs from my perceptions. Canadian Journal of Science, Mathematics and Technology Education, 21(1), 67-85. https://doi.org/10.1007/s42330-020-00132-4
Muthén, L. K., & Muthén, B. (2017). Mplus user’s guide: Statistical analysis with latent variables, user’s guide. Muthén & Muthén.
Muis, K. R., & Winne, P. H. (2012). Assessing the psychometric properties of the achievement goals questionnaire across task contexts. Canadian Journal of Education/Revue canadienne de l'éducation, 35(2), 232-248
Ning, H. K. (2016). A psychometric evaluation of the achievement goal questionnaire–revised in singapore secondary students. Journal of Psychoeducational Assessment, 35(4), 424-436. https://doi.org/10.1177/0734282916629850.
Ratsameemonthon, L. (2017). The achievement goal questionnaire-revised for thai college students and asian context. Electronic Journal of Research in Educational Psychology, 13(36), 369-386. https://doi.org/10.14204/ejrep.36.14078
Rodliya, R. (2018). Reliabilitas dan validitas konstruk achievement goal questionnaire – revised (AGQR) versi Indonesia. [Skripsi]. Universitas Pendidikan Indonesia
Rosas, J. (2015). Validation of the achievement goal questionnaire – revised in argentinean university students (a-agq-r). International Journal of Psychological Research, 8(1), 10-23. https://doi.org/10.21500/20112084.64
Roberts, G. C., & Nerstad, C. G. (2020). Motivation: achievement goal theory in sport and physical activity. In The Routledge international encyclopedia of sport and exercise psychology (pp. 322-341).
Sánchez Rosas, J. (2015). Validation of the achievement goal questionnaire – revised in Argentinean university students (A-AGQ-R). International Journal of Psychological Research, 8(1), 10–23. https://doi.org/10.21500/20112084.641.
Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26–47. https://doi.org/10.1080/00461520.2011.538646
Simamora, B., & Mutiarawati, E. V. (2021). Achievement Goals Model Validation: Is the 2X2 Better than the Trichotomous?. International Journal of Evaluation and Research in Education, 10(1), 142-149. https://doi.org/10.11591/ijere.v10i1.20869
Strunk, K. K. (2014). A factor analytic examination of the achievement goal questionnaire, revised: A three-factor model. Psychological Reports, 115(2), 400-414. https://doi.org/10.2466/14.03.PR0.115c24z0
Struck Jannini, A. V., Akdemir, Z., & Menekse, M. (2024). Achievement goal theory in STEM education: A systematic review. Journal of Engineering Education, 113(4), 986-1007. https://doi.org/10.1002/jee.20585
Tomczak, M., Kleka, P., Tomczak-?ukaszewska, E., Bojkowski, ?., & Walczak, M. (2024). Validation and personality conditionings of the 3?×?2 achievement goal model in sport. Scientific Reports, 14, 1588. https://doi.org/10.1038/s41598-024-52075-7.
Tze, V. M., Li, J. C. H., & Daniels, L. M. (2022). Similarities and differences in social and emotional profiles among students in Canada, USA, China, and Singapore: PISA 2015. Research Papers in Education, 37(4), 558-583. https://doi.org/10.1080/02671522.2020.1864760
Urbina, S. (2014). Essentials of Psychological Testing. In Essentials of Psychology Testing Second Edition (2nd ed.). John Wiley & Sons, Inc., Hoboken, New Jersey. https://doi.org/10.1002/9781394259458
Urhahne, D., & Wijnia, L. (2023). Theories of motivation in education: An integrative framework. Educational Psychology Review, 35(2), 45. https://doi.org/10.1007/s10648-023-09767-9
Was, C. A., Al-Harthy, I., Stack-Oden, M., & Isaacson, R. M. (2017). Rango de identidad académica y su relación con la orientación de meta de logro. Electronic Journal of Research in Education Psychology, 7(18), 627-652. https://doi.org/10.25115/ejrep.v7i18.1363
Williams, B., Onsman, A., & Brown, T. (2010). Exploratory Factor Analysis: A Five-Step Guide for Novices. Australasian Journal of Paramedicine, 8, 1–13. https://doi.org/10.33151/ajp.8.3.93
Yeh, Y.-C., Kwok, O.-M., Chien, H.-Y., Sweany, N. W., Baek, E., & McIntosh, W. (2019). How College Students’ Achievement Goal Orientations Predict Their Expected Online Learning Outcome: The Mediation Roles of Self-Regulated Learning Strategies and Supportive Online Learning Behaviors. Online Learning, 23(4), Article 4. https://doi.org/10.24059/olj.v23i4.2076
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Siti Dini Fakhriya, Jesyia Meyrinda, Tsurayya Syarif Zain, Mellisa Kurnia Asfitri
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
