Measuring mindsets and achievement goal motivation: A validation study of three instruments

Document Type

Journal Article

Publication Date



Academic Medicine








Copyright © 2018 Wolters Kluwer Health, Inc. All rights reserved. Purpose May 2017 completed each instrument. and performance goals but inconsistent To evaluate the validity of scores The authors evaluated internal structure distinction between performance-from three instruments measuring using reliability and factor analysis and approach and performance-avoidance achievement goal motivation-related relations with other variables using the goals. Correlations among AGQ-R and constructs: a shortened version of multitrait–multimethod matrix. PALS scores were large for mastery Dweck’s Implicit Theories of Intelligence (r = 0.72) and moderate for performance Scale (ITIS-S), measuring incremental Results (≥ 0.45) domains; correlations among and entity mindsets; Elliot’s Achievement There were 178 participants. Internal incremental and mastery scores Goal Questionnaire–Revised (AGQ-R), consistency reliability (Cronbach were moderate (≥ 0.34). Contrary to measuring mastery-approach, mastery-alpha) was > 0.70 for all subscores. expectations, correlations between entity avoidance, performance-approach, and Confirmatory factor analysis of ITIS-S and performance scores were negligible. performance-avoidance achievement scores demonstrated good model fit. Correlations between conceptually goals; and Midgley’s Patterns of Adaptive Confirmatory factor analysis of AGQ-R unrelated domains were small or Learning Scales (PALS), measuring scores demonstrated borderline fit; negligible. mastery, performance-approach, and exploratory factor analysis suggested a performance-avoidance achievement three-domain model (approach, mastery-Conclusions goals. avoidance, performance-avoidance). All instrument scores had good internal Confirmatory factor analysis of PALS consistency and generally appropriate Method scores also demonstrated borderline fit; relations with other variables, but High school students participating in a exploratory factor analyses suggested empirically determined domain structures medical simulation training activity in consistent distinction between mastery did not consistently match theory.

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