Validation of Hayamizu and Weiner's Achievement Goal Questionnaire among Uruguayan university students

Abstract

The aim of this study is to confirm the factor structure of a self-report measure of achievement goal tendencies (Hayamizu & Weiner, 1991) described in previous research, and examine the reliability and validity of scores in a sample of Uruguayan university students. A theoretical three-factor model is proposed (learning, performance and outcome goals), as well as one-factor models for each goal. Confirmatory factor analyses show that all models are identified, and solutions are conceptually correct. Our results suggest that outcome goals could be split into two correlated sub-dimensions related to achievement time (short and long term goals). Concurrent and predicted validity were established through significant correlations with perceived ability and academic achievement respectively. Conceptualisation of these findings and suggestions for future research are discussed.

Validación de la Versión en Español del Mathematics Value Inventory (MVI) entre Estudiantes Universitarios Uruguayos

“…En tercer lugar, se examinó la relación de las puntuaciones con el rendimiento del alumno en los cursos universitarios de matemática realizados previamente y con el rendimiento general futuro en la universidad, medido tres años después. Dado que la bibliografía sugiere la existencia de efectos positivos de las metas de aprendizaje sobre el rendimiento de estudiantes universitarios de carreras científi cas (Grant & Dweck, 2003;Rhee, Zusho, & Pintrich, 2005;Rodrí-guez Ayán, 2007;Rodríguez Ayán & Ruiz, 2012;Zusho, Pintrich, & Coppola, 2003) extendemos tales hallazgos a la valoración de la matemática en su componente de interés, por considerar a esta dimensión equiparable a las metas de aprendizaje. Así, postulamos que la dimensión interés estará positivamente asociada al rendimiento.…”