期刊名称：Educational Measurement and Evaluation Review
印刷版ISSN：2094-5876
电子版ISSN：2467-6586
出版年度：2012
卷号：3
页码：10
语种：English
出版社：Philippine Educational Measurement and Evaluation Association
摘要：In the past two decades, the achievement goal construct has been one of the most studied variables in the area of students’ achievement motivation. From the initial conceptualization of achievement goals as a dichotomy (Ames, 1992; Ames &Archer, 1988) to its expansion as a trichotomous model (Elliot & Church, 1997; Elliot & Harackiewicz, 1996) and as a 2 x 2 model (Elliot & McGregor, 2001), the literature has seen the proliferation of empirical studies on the structure, antecedents, and consequences of achievement goals in the academic domain. The importance given to the construct can be attributed to the premise that achievement goals, defined as “competence-based aim that guide behaviour” (Elliot, Murayama, & Pekrun, 2011, p.632), may shape or influence achievement-related, as well as learning-related outcomes. Recently, a 3 x 2 achievement goal model was proposed and empirically tested by Elliot and colleagues to significantly advance the conceptualization of achievement goals. At the core of the new model is differentiating achievement goals as task-based, self-based, and other-based goals in terms of definition and as approach and avoidance goals in terms of valence. This study in investigated the structural validity and cross -cultural generalizability of the 3 x 2 achievement goal model by examining the achievement goals of Filipino undergraduate students using the 3 x 2 Achievement Goal Questionnaire (Elliot et al., 2011).
