The Development and Validation of the Goal Orientation and Learning Strategies Survey (Goals-S)

Dowson, Martin; McInerney, Dennis M.

doi:10.1177/0013164403251335

Cited by 141 publications

(124 citation statements)

References 42 publications

(53 reference statements)

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“…They then developed the Goal Orientation and Learning Strategies Survey (GOALS-S; Dowson & McInerney, 2004) based on these qualitative studies in order to measure the five types of social goals. Aside from social goals, GOALS-S also measures students' mastery goals, performance goals, cognitive strategies, and meta-cognitive strategies.…”

Section: Five-factor Theory Of Social Goalsmentioning

confidence: 99%

“…"If I don't understand my schoolwork, I ask the teacher to help me.") (Dowson & McInerney, 2004;Fredericks, Blumenfeld, & Paris, 2004;McInerney, Dowson, & Yeung, 2005;Wellborn & Connell, 1987). Results indicated that social goals do predict additional variance in the outcomes of interest even after controlling for the effects of mastery and performance goals among a large sample of high school Filipino students (see Table 10).…”

Section: Five-factor Theory Of Social Goalsmentioning

confidence: 99%

See 1 more Smart Citation

Including social goals in achievement motivation research: Examples from the Philippines

King¹,

McInerney²

2012

Online Readings in Psychology and Culture

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Section: Five-factor Theory Of Social Goalsmentioning

confidence: 99%

Section: Five-factor Theory Of Social Goalsmentioning

confidence: 99%

Including social goals in achievement motivation research: Examples from the Philippines

King¹,

McInerney²

2012

Online Readings in Psychology and Culture

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“…On reflection, the full MSLQ instrument could have been employed to further the scope of investigation (Pintrich et al, 1991). In addition, other commonly cited measures in this area of research could have been considered, such as the Learning and Study Strategies Inventory (Weinstein & Palmer, 2002), the Academic Motivation Scale (Vallerand et al, 1993), Goal Orientation and Learning Strategies Survey (Dowson & McInerney, 2004), and the Student Motivation Scale (Martin, 2004). Next, the assumption that GA is a continuous variable and consistent across time, faculties, universities, and disciplines may have inherent problems (Ellison, 2008;Felton & Koper, 2005).…”

Section: Discussionmentioning

confidence: 99%

Academic Achievement: Changes in Motivational Beliefs and Self-Regulated Learning Strategies Over Time

Henning

Shulruf

2011

PSYCHOLOGIA -An International Journal of Psychological Sciences

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This study examined motivational beliefs and self-regulated learning strategies and their association with academic achievement. In addition, the changes in students' perceptions of motivation and self-regulation over time were taken into account by considering students' perceptions at weeks 2 and 10 of the 14-week academic semester. The findings of the research found strong associations between the selfregulated learning strategies and motivational beliefs at both the pre-and post stages of measurement. Second, strong associations were found between the post measures of self-efficacy and intrinsic value and grade average formulated at the end of the academic semester. Moreover, students' self-efficacy and intrinsic value scores had strong associations with grade average when measured prior to the final examination period in week 10. Consequently, there is an intriguing interaction between engagement in self-regulated learning strategies at the beginning and end of the semester in terms of driving the corresponding measures of motivational beliefs and their direct affect on academic achievement. Moreover, learning and educational strategies were considered to ameliorate the problems related to sustaining engagement in self-regulated learning strategies over the semester period which affect motivational beliefs and academic achievement.

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“…As was hypothesized and validated by McInerney and his colleagues, underlying the ISM were eight FO-specific factors, and this structure was invariant across different cultural groups (McInerney et al, 1997;Dowson and McInerney, 2004;McInerney and Ali, 2006). Results from some validation studies also indicate that the eight FO factors can define the general second-order (SO) factors (Dowson and McInerney, 2004;McInerney and Ali, 2006). To determine the construct validity of ISM in the Mainland Chinese sample, the CFA models were tested and compared.…”

Section: Cfas Of the Motivational Goalsmentioning

confidence: 99%

Validating the Inventory of School Motivation with Mainland Chinese Students

Kauffman

Thomas

et al. 2017

Front. Educ.

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The purpose of this study was to validate the Inventory of School Motivation (ISM) (Mainland China), which was developed specifically for use with Mainland Chinese students. Development of the instrument was grounded in personal investment theory and built on the ISM instrument, which has been shown to accurately tap the achievement goal constructs hypothesized by the theory. Our data analysis indicated that the subscales in our instrument do represent dimensions associated with achievement goals: task, effort, competition, social power, affiliation, social concern, praise, and token. Participants were 458 undergraduates from five universities in eastern China. A series of nested confirmatory factor analyses supported a multidimensional school motivation structure. The results indicated both convergent and concurrent validity for the instrument with Mainland students. Relationships were found between ISM goal constructs and global motivation goals, family-oriented goals, self-concepts, and learning approaches. Our findings support that Mainland Chinese students' achievement goal orientation is consistent with that found in other cultures, suggesting that the instrument and the theory that informs it may further cross-cultural research in this area. At the same time, though, our findings show that Mainland students endorse some goal orientations differently from other groups, suggesting an inventory instrument specific to Mainland China is both important and necessary.Keywords: achievement motivation, personal investment theory, inventory of school Motivation, cross-cultural studies, instrument validation inTrODUcTiOn There is growing recognition that culture influences achievement motivation. Guay (2016) argues that learners' motivation "is not based solely on such intrapersonal factors as innate characteristics, but also on contexts (including cultural ones) in which students are supposed to develop their competencies. Thus, the cultural context is expected to shape motivation (i.e., cultural specificity)" (p. 157). Western concepts of achievement motivation, however, have been applied to diverse groups without reference to differences in culture, an approach that can mischaracterize the true nature of achievement motivation in different groups (Maehr and McInerney, 2004). Empirical evidence is building to show that findings drawn from culturally neutral studies may not accurately describe the true nature of achievement motivation in diverse groups (e.g., Maehr and Nicholls, 1980;McInerney et al., 1997;Bempechat and Drago-Severson, 1999;Salili and Hoosain, 2002;Guay, 2016;Lam et al., 2016). Researchers have shown specific interest studying motivation in Asian cultures. Studies in this area report that some Asian groups differ from their Western counterparts in the way they construe self, others, and the interdependence of the two (Markus and Kitayama, 1991;Li, 2002;Chang et al., 2003;Ho and Hau, 2008;Cheng and Lam, 2013). Previous research has characterized these differences as being collectivist and individual...

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The Development and Validation of the Goal Orientation and Learning Strategies Survey (Goals-S)

Cited by 141 publications

References 42 publications

Including social goals in achievement motivation research: Examples from the Philippines

Including social goals in achievement motivation research: Examples from the Philippines

Academic Achievement: Changes in Motivational Beliefs and Self-Regulated Learning Strategies Over Time

Validating the Inventory of School Motivation with Mainland Chinese Students

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