2x2 Achievement Goal Questionnaire (Santos Et Al., 2022)

(Post last updated 20 December 2024)

Review panel summary   
The 2x2 Achievement Goal Questionnaire (2x2 AGQ) is a 12-item, 7 choice Likert type instrument that was developed to investigate a four-factor achievement goal framework [1]. Nine of the items were taken from previous work and three new items were developed. The framework has two dimensions, competency (mastery vs performance) crossed with emotional reaction components (approach vs avoidance). Several aspects of validity and reliability have been assessed in studies involving undergraduate psychology students in the United States [1,2]. Single administration reliability was estimated using coefficient alpha for each of the four proposed subscales [1-3]. Evidence in support of the internal structure of the four-factor subscales has been established through exploratory factor analysis [1] and confirmatory factor analysis [1,2]. The correlation of the four subscales with measures of achievement, fear of failure, study strategies, SAT scores, and subsequent achievement [1-4] offers evidence based on relation to other variables.

Recommendations for use   
There is some evidence that the 2x2 AGQ can be used to measure undergraduate student’s achievement goals in the United States and Australia [1-3]. The subscales have been shown to correlate with achievement variables, as both predictors and outcome measures [1-3]. All data regarding subscale performance are from use with the correlated model. Therefore, it is not recommended that individual subscales be used as stand-alone measures without further psychometric investigation of their individual performance.

One study in chemistry used a modified version where the word ‘class’ was changed to ‘chemistry’ [4]. While the mastery subscales were found to correlate to mindset and no significant correlation was found between mindset and the performance goal orientations, no investigation of the internal structure of the 2x2 AGQ with the modified has been done [4]. Therefore, evidence to support the validity and reliability of the data generated with chemistry student populations is limited and should be investigated further. Currently no evidence based on response process has been published.

Details from panel review   
The theoretical basis for the instrument is sound. The items were not developed specifically for this instrument, rather they were pulled from other existing instruments. Evidence in support of the internal structure was established through an initial exploratory factor analysis, which supported the proposed structure with items loading on the proposed factors [1]. Multiple confirmatory factor analyses have supported the four-factor structure of the instrument [1,2]. The factors structure was supported in a structural equation model that included the four subscales as well as two temperament (approach and avoidance) subscale [2]. Scores from the four subscales have been found to have predictive power for study strategies, test anxiety, and subsequent achievement and have been predicted by measures of need for achievement, fear of failure, work mastery, and SAT [3].

References

[1] Elliot, A.J., & McGregor, H. A. (2001). A 2x2 Achievement Goal Framework. J. of Pers. and Soc. Psych., 80(3), 501-519.

[2] Elliot, A.J., & Thrash, T.M. (2010). Approach and avoidance temperament as basic dimensions of personality. J. of Personality, 78(3), 865-906.

[3] De Castella, K., & Byrne, D. (2015). My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement. Eur. J. of Psych. of Educ., 30(3), 245-267.

[4] Santos, D.L., Barbera, J., & Mooring, S.R. (2022). Development of the chemistry mindset instrument (CheMI) for use with introductory undergraduate chemistry students. Chem. Educ. Res. and Pract., 23, 742-757.