An Empirical Validation of Achievement Goals: A 2x2 Framework Study within the Context of Saudi University Learning
Huy P. Phan *
School of Education, University of New England, Australia.
Oqab Alrashidi
School of Education, University of New England, Australia.
*Author to whom correspondence should be addressed.
Abstract
The achievement goal framework has undergone a number of evolutions over the past three decades. The 2x2 model of achievement goals [1,2] in particular, has been researched extensively, with a recent articulation and revision of measurements that emphasize four different goal types. The focus of our study, similarly, involves a validation in structures of achievement goals, taking into consideration the importance of the definition and valence dimensions. We adapted Elliot and Murayama’s Achievement Goal Questionnaire- revised (AGQ-R) [7] and administered this adaptation to a cohort of university students (N=210). A number of a priori models were hypothesized and tested, using confirmatory factor analysis (CFA) procedures, to determine and ascertain a best representation of achievement goals. First and second-order factor testing, especially the use of multiple-indicator correlated trait-correlated method (MI CT-CM) yielded evidence that supports the dimensional structure of achievement goals. The obtained evidence illustrates the different types of achievement goals that Saudi university students adopt in their learning. In particular, contributing to the study of theoretical tenets pertaining to achievement goals in educational contexts, there is some credence from our CFAs to validate and support the 2x2 model.
Keywords: Saudi Arabia, achievement goals, the 2x2 model, multidimensional structures, university learning.