Factor Analysis Study of the Achievement Goal Framework in the Domain-Specific Task of EFL Writing

Main Article Content

Husain Abdulhay
Moussa Ahmadian

Abstract

This study attempted to discern the factor structure of the achievement goal orientation and goal structure constructs across the domain-specific task of essay writing in an Iranian EFL context. A convenience sample of 116 public university learners participated in a single-session, in-class study of an essay writing sampling and an immediate post-task inventory completion. Cronbach’s alpha reliability estimates for all the goal subscales ranged from .86 to .92, and the factor analysis results divulged that 33 items from the goal orientation and goal structure scale produced valid and reliable scores, with the seven-factor solution found to be well-fitted for the observed data. Principal component analysis revealed a two-factor model separating the goal subcomponent variables into a binary orientation and dichotomy of mastery and performance. Findings provided cultural and contextual support for the stability and applicability of the four-factor (2x2) achievement goal model; namely, mastery-approach, masteryavoidance, performance-approach, and performance-avoidance in specific domain of writing. The findings provided evidence that the three-factor goal structure is also invariant in the Iranian EFL context. All told, the findings imply the need for bridging the research gap on the interplay of person- and structure-related goals.

Article Details

How to Cite
Abdulhay, H., & Ahmadian, M. (2024). Factor Analysis Study of the Achievement Goal Framework in the Domain-Specific Task of EFL Writing. REFLections, 31(2), 739–765. https://doi.org/10.61508/refl.v31i2.275220
Section
Research articles

References

Abd-El-Fattah, S. M. (2006). The relationship among Egyptian adolescents’ perception of parental involvement, academic achievement, and achievement goals: A mediational analysis. International Education Journal, 7(4), 499–509. https://files.eric.ed.gov/fulltext/EJ854305.pdf

Alivernini, F., Manganelli, S., & Lucidi, F. (2016). Personal and classroom achievement goals: Their structures and relationships. Journal of Psycho-educational Assessment, 36(4), 354–365. https://doi.org/10.1177/0734282916679758

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271. https://doi.org/10.1037/0022-0663.84.3.261

Ames, C., & Archer, J. (1987). Mothers’ belief about the role of ability and effort in school learning. Journal of Educational Psychology, 18, 409–414. https://doi.org/10.1037/0022-0663.79.4.409

Anderman, E., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level school. Contemporary Educational Psychology, 22, 269–298. https://doi.org/10.1006/ceps.1996.0926

Awofala, A. O., Arigbabu, A. A., Fatade, A. O., & Awofala, A. A. (2013). Examining the psychometric properties of the achievement goals questionnaire among Nigerian pre-service mathematics and science teachers. Electronic Journal of Research in Educational Psychology, 11(3), 743–770. http://dx.doi.org/10.14204/ejrep.31.13037

Banzon, A. M., Taub, M., & Schneier, J. (2022). Achievement motivation in writing: Exploring the pursuit of multiple goals and keystroke behaviors during writing tasks. In C. Chinn, E. Tan, C. Chan & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1217–1220). International Society of the Learning Sciences. https://repository.isls.org/handle/1/8449

Baranik, L. E., Barron, K. E., & Finney, S. J. (2007). Measuring goal orientation in a work domain: Construct validity evidence for the 2×2 framework. Educational and Psychological Measurement, 67(4), 697–718. https://doi.org/10.1177/0013164406292090

Bardach, L., Oczlon, S., Pietschnig, J., & Lüftenegger, M. (2020). Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals. Journal of Educational Psychology, 112(6), 1197–1220. https://doi.org/10.1037/edu0000419

Bardach, L., Yanagida, T., Klassen, R. M., & Lüftenegger, M. (2022). Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages. The Journal of Experimental Education, 90(1), 130–145. https://doi.org/10.1080/00220973.2020.1729081

Basit, A. (2017). Effect of achievement goal orientation on students’ performance in the subject of English at secondary level in Khyber Pakhtunkhwa [Doctoral dissertation, Allama Iqbal Open University]. Pakistan Research Repository. https://prr.hec.gov.pk/jspui/handle/123456789/10285

Baudoin, N., & Galand, B. (2022). Do achievement goals mediate the relationship between classroom goal structures and student emotions at school? International Journal of School & Educational Psychology, 10(1), 77–93. https://doi.org/10.1080/21683603.2020.1813227

Bong, M. (2009). Age-related differences in achievement goal differentiation. Journal of Educational Psychology, 101(4), 879–896. https://doi.org/10.1037/a0015945

Brophy, J., 2005. Goal theorists should move on from performance goals. Educational Psychologist, 40(3), 167–176. https://doi.org/10.1207/s15326985ep4003_3

Charalampous, K. (2018). The 2×2 achievement goal framework in preadolescents: Factorial and dimensional endorsement in the Greek elementary context. Education Research Journal, 8(1), 21–32. https://www.researchgate.net/publication/343574941_The_2_2_achievement_goal_framework_in_preadolescents_Factorial_and_dimensional_endorsement_in_the_Greek_elementary_context

Chase, B. J. (2011). An analysis of argumentative writing skills of academically underprepared college students [Unpublished doctoral dissertation]. Columbia University. https://core.ac.uk/download/pdf/161437611.pdf

Chazan, D. J., Pelletier, G. N., & Daniels, L. M. (2022). Achievement goal theory review: An application to school psychology. Canadian Journal of School Psychology, 37(1), 40–56. https://doi.org/10.1177/08295735211058319

Chiang, Y. T., Yeh, Y. C., Lin, S. S., & Hwang, F. M. (2011). Factor structure and predictive utility of the 2×2 achievement goal model in a sample of Taiwan students. Learning and Individual Differences, 21(4), 432–437. https://doi.org/10.1016/j.lindif.2011.02.011

Chophy, V. (2018). Classroom goal structure and students’ achievement goal: A study of intrinsic motivation of secondary school students in Nagaland. International Journal of Psychological Studies, 10(3), Article 53. https://doi.org/10.5539/ijps.v10n3p53

Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43–54. https://doi.org/10.1037/0022-0663.93.1.43f

Conroy, D. E., Elliot, A. J., & Hofer, S. M. (2003). A 2×2 achievement goals questionnaire for sport. Journal of Sport and Exercise Psychology, 25, 456–476. https://doi.org/10.1123/jsep.25.4.456

Cook, D. A., Gas, B. L., & Artino, A. R. (2018). Measuring mindsets and achievement goal motivation: A validation study of three instruments. Academic Medicine, 93(9), 1391–1399. https://doi.org/10.1097/acm.0000000000002290

Covington, M. V., & Omelich, C. L. (1984). Task-oriented versus competitive learning structures: Motivational and performance consequences. Journal of Educational Psychology, 76, 1038–1050. https://doi.org/10.1037/0022-0663.76.6.1038

Day, E. A., Radosevich, D. J., & Chasteen, C. S. (2003). Construct- and criterion-related validity of four commonly used goal orientation instruments. Contemporary Educational Psychology, 28(4), 434–464. https://doi.org/10.1016/s0361-476x(02)00043-7

Dembo, M. H. (2004). Motivation and learning strategies for college success: A self-management approach (2nd ed.). Erlbaum. https://doi.org/10.4324/9780203823149

Dietz, S. L. (2014). An exploration of the relationship between academic emotions and goal orientations in college students before and after academic outcomes [Doctoral dissertation, Georgia State University]. ScholarWorks @ Georgia State University. https://doi.org/10.57709/5519127

Duda, J. L. (2005). Motivation in sport: The relevance of competence and achievement goals. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 318–335). Guilford Press. https://philpapers.org/rec/DUDCM

Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048. https://doi.org/10.1037/0003-066X.41.10.1040

Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273. https://doi.org/10.1037/0033-295x.95.2.256

Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189. https://doi.org/10.1207/s15326985ep34033

Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (pp. 52–72). GuilfordPress.

Elliot, A. J. (2006). The hierarchical model of approach-avoidance motivation. Motivation and emotion, 30(2), 111–116. https://doi.org/10.1007/s11031-006-9028-7

Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232. https://doi.org/10.1037/0022-3514.72.1.218

Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461–475. https://doi.org/10.1037/0022-3514.70.3.461

Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519. https://doi.org/10.1037/0022-3514.80.3.501

Farr, J. L., Hofmann, D. A., & Ringenbach, K. L. (1993) Goal orientation and action control theory: Implications for industrial and organizational psychology. In C. I. Cooper & I. T. Robertson (Eds.), International review of industrial and organizational psychology (pp. 193–232). Wiley. https://www.researchgate.net/publication/275714086_Goal_orientation_and_action_control_theory_Implications_for_industrial_and_organizational_psychology

Field, A. (2013). Discovering statistics using SPSS (4th ed.). Sage.

Finney, S. J., Pieper, S. L., & Barron, K. E. (2004). Examining the psychometric properties of the achievement goal questionnaire in a general academic context. Educational and Psychological Measurement, 64, 365–382. https://doi.org/10.1177/0013164403258465

Fokkens-Bruinsma, M., Van Rooij, E. C. M., & Canrinus, E. T. (2020). Perceived classroom goal structures as predictors of students' personal goals. Teachers and Teaching, 26(1), 88–102. https://doi.org/10.1080/13540602.2020.1740195

Grabe, W., & Kaplan, R. B. (2014). Theory and practice of writing: An applied linguistic perspective. Routledge.

Guo, M., & Hu, X. (2021). Relationship of classroom goal structures to Chinese Miao and Han students’ goal orientations and mathematics achievement. The Asia-Pacific Education Researcher, 31(4), 345–355. https://doi.org/10.1007/s40299-021-00576-8

Hargis, M. B., Senter, J. L., & LeBreton, J. M. (2004). Examining the factor structure and nomological network of goal orientation [Poster presentation]. 19th Annual Conference of the Society for Industrial and Organizational Psychology, Chicago, Illinois, United States. https://doi.org/10.1037/e518632013-282

Hofverberg, A., & Winberg, M. (2020). Achievement goals and classroom goal structures: Do they need to match? The Journal of Educational Research, 113(2), 145–162. https://doi.org/10.1080/00220671.2020.1759495

Jansen in de Wal, J., Hornstra, L., Prins, F. J., Peetsma, T., & van der Veen, I. (2015). The prevalence, development and domain specificity of elementary school students’ achievement goal profiles. Educational Psychology, 36(7), 1303–1322. https://doi.org/10.1080/01443410.2015.1035698

Kanfer, R. (1990). Motivation theory and industrial and organizational psychology. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of industrial and organizational psychology (pp. 75–170). Consulting Psychologists Press. http://web.mit.edu/curhan/www/docs/Articles/15341_Readings/Motivation/Kanfer_Motivation_Theory_in_Handbook_Indus_Orgl_Psych.pdf

Kaplan, A., Lichtinger, E., & Gorodetsky, M. (2009). Achievement goal orientations and self-regulation in writing: An integrative perspective. Journal of Educational Psychology, 101, 51–69. https://doi.org/10.1037/a0013200

Kaplan, A., & Maehr, M. L. (1999). Achievement goals and student well-being. Contemporary Educational Psychology, 24, 330–358. https://doi.org/10.1006/ceps.1999.0993

Kaplan, A., Middleton, M., Urdan, T., & Midgley, C. (2002). Achievement goals and goal structures. In. C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 21–53). Erlbaum. https://www.taylorfrancis.com/chapters/edit/10.4324/9781410602152-2/achievement-goals-goal-structures-avi-kaplanmichael-middleton-tim-urdan-carol-midgley

Korn, R. M., & Elliot, A. (2016). The 2x2 standpoints model of achievement goals. Frontiers in Psychology, 7, Article 742. https://doi.org/10.3389/fpsyg.2016.00742

Lam, K. K. L., & Zhou, M. (2022). Grit and academic achievement: A comparative cross-cultural meta-analysis. Journal of Educational Psychology, 114, 597–621. https://doi.org/10.1037/edu0000699

Lerang, M. S., Ertesvåg, S. K., & Havik, T. (2019). Perceived classroom interaction, goal orientation and their association with social and academic learning outcomes. Scandinavian Journal of Educational Research, 63(6), 913–934. https://doi.org/10.1080/00313831.2018.1466358

Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students’ motivation and learning. Journal of Educational Psychology, 97, 197–213. https://doi.org/10.1037/0022-0663.97.2.197

Lüftenegger, M., Tran, U., Bardach, L., Schober, B., & Spiel, C. (2017). Measuring a classroom mastery goal structure using the TARGET dimensions: Development and validation of a classroom goal structure scale. Zeitschriftfür Psychologie, 224, 64–75. https://doi.org/10.1027/2151-2604/a000277

Maehr, M. L., & Zusho, A. (2009). Achievement goal theory: The past, present, and future. In K. Wentzel & A. Wingfield (Eds.), Handbook of motivation at school (pp. 77–104). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203879498-11/achievement-goal-th-eory-th-past-present-future-martinmaehr-akane-zusho

Meece, J. L., & Miller, S. D. (1999). Changes in elementary school children's achievement goals for reading and writing: Results of a longitudinal and an intervention in study. Scientific Studies of Reading, 3, 207–229. https://doi.org/10.1207/s1532799xssr0303_2

Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89(4), 710–718. https://doi.org/10.1037/0022-0663.89.4.710

Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L. H., Anderman, E., & Roeser, R. (1998). Patterns of adaptive learning scales (PALS) [Database record]. APA PsycTests. https://doi.org/10.1037/t19870-000

Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L. H., Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J., Roeser, R. W., & Urdan, T. (2000). Manual for the patterns of adaptive learning scales (PALS). University of Michigan.

Miki, K., & Yamauchi, H. (2005). Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies. The Japanese Journal of Psychology, 76(3), 260–268. https://doi.org/10.4992/jjpsy.76.260

Miller, A. M. (2019). Exploring achievement goal theory, ACTFL’s 5 Cs, and the L2 classroom: What goals do students set? Foreign Language Annals, 52, 237–254.

Miller, B. J. (2004). Examining the avoidance subscales of the achievement goal questionnaire [Unpublished doctoral thesis]. James Madison University.

Mouratidis, A., Michou, A., Demircioğlu, A. N., & Sayil, M. (2018). Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics. Learning and Individual Differences, 61, 127–135. https://doi.org/10.1016/j.lindif.2017.11.017

Murayama, K. (2003). Testing of undifferentiated performance-goal hypothesis. Developmental Studies in Social Motivation, 2, 3–11.

Murayama, K., Zhou, M., & Nesbit, J. C. (2009). A cross-cultural examination of the psychometric properties of responses to the achievement goal questionnaire. Educational and Psychological Measurement, 69(2), 266–286. https://doi.org/10.1177/0013164408322017

Nicholls, J. G. (1989). The competitive ethos and democratic education. Harvard University Press.

Oxford University Press, University of Cambridge, & Association of Language Testers in Europe. (2004). Quick placement test: Paper.

Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology, 25(4), 406–422. https://doi.org/10.1006/ceps.1999.1027

Pesonen, H., Leinonen, J., Haaranen, L., & Hellas, A. (2023). Exploring the interplay of achievement goals, self-efficacy, prior experience and course achievement. Proceedings of the 2023 Conference on United Kingdom & Ireland Computing Education Research, 9, 1–7. https://doi.org/10.1145/3610969.3611178

Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Education & Psychology, 92(3), 544–555. https://doi.org/10.1037/0022-0663.92.3.544

Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667

Ratsameemonthon, L. (2015). The achievement goal questionnaire-revised for Thai college students and Asian context. Electronic Journal of Research in Educational Psychology, 13(2), 369–386. https://doi.org/10.14204/ejrep.36.14078

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. http://dx.doi.org/10.1037/a0026838

Roeser, R. W. (2004). Competing schools of thought in achievement goal theory? Motivating students, improving schools: The legacy of Carol Midgley. Advances in Motivation and Achievement, 13, 265–300. https://doi.org/10.1016/s0749-7423(03)13010-5

Roeser R. W., Peck, S. C., Nasir, N. S. (2006). Self and identity processes in school motivation, learning, and achievement. In P. A. Alexander, P. R. Pintrich & P. H. Winne (Eds.), Handbook of educational psychology (pp. 391–424). Erlbaum. https://doi.org/10.4324/9780203874790.ch18

Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 125–151). Erlbaum. https://doi.org/10.1007/978-1-4612-3618-4_4

Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26–47. https://doi.org/10.1080/00461520.2011.538646

Shannon, D., Salisbury-Glennon, J., & Shores, M. (2012). Examining the relationships among classroom goal structure, achievement goal orientation, motivation and self-regulated learning for ethnically diverse learners. Journal of Research in Education, 22(2), 136–168. https://eric.ed.gov/?id=EJ1098427

Shaw, S., & Falvey, P. (2008). The IELTS writing assessment revision project: Towards a revised rating scale. University of Cambridge ESOL Examinations. https://www.researchgate.net/publication/267362396_The_IELTS_Writing_Assessment_Revision_Project_Towards_a_revised_rating_scale

Simamora, B., & Mutiarawati, E. V. (2021). Achievement goals model validation: Is the 2x2 better than the tri-chotmous? International Journal of Evaluation and Research in Education, 10(1), 142–149. https://doi.org/10.11591/ijere.v10i1.20869

Soylu, Y. M., Zeleny, M. G., Zhao, R., Bruning, R. H., Dempsey, M. S., & Kauffman, D. F. (2017). Secondary students’ writing achievement goals: Assessing the mediating effects of mastery and performance goals on writing self-efficacy, affect, and writing achievement. Frontiers in Psychology, 8, Article 1406. https://doi.org/10.3389/fpsyg.2017.01406

Tan, L., & Miksza, P. (2019). Motivational orientations of college band students: A cross-cultural examination of a collective 2x2 achievement goal model. Psychology of Music, 47(1), 33–50. https://doi.org/10.1177/0305735617734628

Tavşancıl, E. (2014). Measurement of attitudes and data analysis with SPSS (5th ed.). Nobel Publishing.

Tossman, I., Kaplan, A., & Assor, A. (2008). Academic achievement goal structures and young adolescents’ biased preferences for peers as cooperation partners: A longitudinal study. Revue internationale de psychologiesociale, 21(1), 181–215.

Tyson, D. F., & Ben-Eliyahu, A. (2008, March). Performance-approach goals vs. performance-avoidance goals: Assessing the commonalities and distinctions across three samples [Paper presentation]. Annual Meeting of the American Educational Research Association, New York, United States.

Urdan, T. (2004). Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture. Journal of Educational Psychology, 96(2), 251–264. https://doi.org/10.1037/0022-0663.96.2.251

Urdan, T., & Mestas, M. (2006). The goals behind performance goals. Journal of Educational Psychology, 98, 354–365. https://doi.org/10.1037/0022-0663.98.2.354

Urdan, T., & Kaplan, A. (2020). The origins, evolution, and future directions of achievement goal theory. Contemporary Educational Psychology, 61, Article 101862. https://doi.org/10.1016/j.cedpsych.2020.101862

Üztemur, S. (2020). Achievement goals and learning approaches in the context of social studies teaching: Comparative analysis of 3x2 and 2x2 models. Participatory Educational Research, 7(2), 1–18. https://doi.org/10.17275/per.20.16.7.2

Van Petegem, K., Aelterman, A., Van Keer, H., & Rosseel, Y. (2008). The influence of student characteristics and interpersonal teacher behavior in the classroom 72 on student’s wellbeing. Social Indicators Research, 85, 279–291.

Wang, J., Bai, B., & Nie, Y. (2022). Examining the role of perceived classroom goal structures and parents’ goals in ESL/EFL learners’ achievement goals, engagement and achievement. Scandinavian Journal of Educational Research, 67(5), 820–836. https://doi.org/10.1080/00313831.2022.2070928

Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96(2), 236–250. https://doi.org/10.1037/0022-0663.96.2.236

Wright, E. R., & Lawson, A., H. (2005). Computer mediated communication and student learning in large introductory sociology classes. Teaching Sociology, 33, 122–135. https://doi.org/10.1177/0092055x0503300201

Zhao, N., Zhai, Y., Chen, X., Li, M., Li, P., Ye, K., & Wen, H. (2020). Psychometric properties of achievement goal constructs for Chinese students. Frontiers in Psychology, 11, Article 531568. https://doi.org/10.3389/fpsyg.2020.531568

Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 845–862. https://doi.org/10.3102/00028312031004845

Zweig, D., & Webster, J. (2004). Validation of a multidimensional measure of goal orientation. Canadian Journal of Behavioural Science / Revue Canadienne Des Sciences Du Comportement, 36(3), 232–243. https://doi.org/10.1037/h0087233