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Cited by 1,281Education, Achievement, and GiftednessPsychological Testing and AssessmentMotivation and Self-Concept in Sports

On the measurement of achievement goals: Critique, illustration, and application.

Elliot, Andrew J., Murayama, Kou·2008·Journal of Educational Psychology
DOI 10.1037/0022-0663.100.3.613
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Abstract

The authors identified several specific problems with the measurement of achievement goals in the current literature and illustrated these problems, focusing primarily on A. J. Elliot and H. A. McGregor’s (2001) Achievement Goal Questionnaire (AGQ). They attended to these problems by creating the AGQ-Revised and conducting a study that examined the measure’s structural validity and predictive utility with 229 (76 male, 150 female, 3 unspecified) undergraduates. The hypothesized factor and dimensional structures of the measure were confirmed and shown to be superior to a host of alternatives. The predictions were nearly uniformly supported with regard to both the antecedents (need for achievement and fear of failure) and consequences (intrinsic motivation and exam performance) of the 4 achievement goals. In discussing their work, the authors highlight the importance and value of additional precision in the area of achievement goal measurement.

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Crossref · 10.1037/0022-0663.100.3.613

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  • The third performance-avoidance item ('My fear of performing poorly in this exercise [class] is what motivates me') collapses the goal and the motivation underlying the goal, in this case fear of failure.

    “According to these authors, this particular item stands out from the others in that it collapses the goal and the motivation underlying the goal, in this case fear of failure.”

    From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Elliot & Murayama (2008)

  • Elliot and Murayama (2008) have rehabilitated the original scale, eliminating the item that did not cohere with the other items in our studies and in other studies.

    “since the experiments were carried out, Elliot and Murayama (2008) have rehabilitated the original scale, eliminating the item that did not in our studies, as well as in other studies (Darnon et al., 2007), cohere with the other items.”

    From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Elliot and Murayama (2008)

  • Two validated instruments were used: the TAI-5 short test anxiety inventory and the AGQ-R revised achievement goal questionnaire.

    “two validated tools were used: the TAI-5 short test anxiety inventory (Taylor & Deane, 2002), a fivequestion instrument producing scores ranging from 5-20; and the AGQ-R revised achievement goal questionnaire (Elliot & Murayama, 2008)”

    From Impacts of Standards-Based Grading on Students’ Mindset and Test Anxiety (2022) · cites this paper as Elliot & Murayama, 2008

  • The Japanese-translated version of the Achievement Goal Questionnaire-Revised has factorial and construct validity and internal consistency for each subscale.

    “Previous studies [61–63] showed the factorial and construct validity of this questionnaire and the internal consistency of each subscale.”

    From Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior (2022) · cites this paper as [62]

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Authors
Elliot, A. J., & Murayama, K.
Affiliations
  • University of Rochester (US)
  • Tokyo Institute of Technology (JP)
ORCID
Venue
Journal of Educational Psychology
Publisher
American Psychological Association (APA)
Published
2008-08
Volume
100
Issue
3
Pages
613-628
ISSN
  • 0022-0663 (ISSN-L)
  • 1939-2176
DOI
10.1037/0022-0663.100.3.613
OpenAlex
W2149874222
Cited by
1,281
References
104
Citations by year
2026: 66 · 2025: 75 · 2024: 74 · 2023: 73 · 2022: 77 · 2021: 89 · 2020: 90 · 2019: 94 · 2018: 59 · 2017: 88 · 2016: 77 · 2015: 75 · 2014: 83 · 2013: 85 · 2012: 67
FWCI
48.63
Type
journal article
Language
en
Open access
closed
Locations
Journal of Educational Psychology (publishedVersion)
Funders
William T. Grant Foundation
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Applied Psychology › Psychological Testing and Assessment
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Keywords
achievement goals, structural validity, factor structure, need for achievement, fear of failure, intrinsic motivation, exam performance

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