Recently, Muis and Winne (2012) investigated factorial invariance across four different task contexts after receiving feedback about those tasks, and also examined construct- and discriminant-related evidence of validity and reliability of the items on the AGQ with a sample of 99 university undergraduate students enrolled in an introductory educational psychology course.
More so, that the Elliot and McGregor AGQ was developed in the last 12 years precisely in 2001 in more advanced and technologically developed culture, hence the present study sought to examine whether the psychometric characteristics of AGQ would be preserved in another relatively less advanced and less developed culture, with the premonition that advances in knowledge in the recent past might have triggered off some subtle differences.
The AGQ generates four theoretically orthogonal subscales of three items each: mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance.
Each time an assignment or exam was handed back with feedback, they completed the AGQ again.
The motivational profiles were defined from the different combinations of the three types of goals assessed by the AGQ scale.
Therefore, we encourage investigators in the field of LD to replicate this study with different scales from the one used here to contrast whether our results are mediated by the nature of the items of the AGQ or whether, as we expect, they may be generalized.
The deep subscale also has low to moderate correlations with the AGQ
The authors conducted an exploratory factor analysis (EFA) on their original version of the AGQ and reported four distinct factors corresponding to the four achievement goals.
The packet contained the AGQ, LTEQ, PRETIE-Q, and questions to obtain sex and age.
As another facet of pre-service science teachers' academic self-regulation, their achievement goals were assessed through the AGQ
A path model that included a predictive path from all AIM subscales to all AGQ subscales supported the hypothesized relationships between academic identity status and achievement goal orientations (see Figure 1).
However, the positive relationship with AGQ Performance-Avoidant goals can be explained by both the need for self-relevant information and the lack of commitment to identity.