Introduction

This section offers access to downloadable questionnaires used in educational and psychological research. Each of the four questionnaires is designed to assess various constructs within the fields of education and psychology, providing a detailed description, the instrument itself (available for download), and any available translations.

Goal Structure Questionnaire (GSQ)

Authors: Marko Lüftenegger, Ulrich S. Tran, Lisa Bardach, Barbara Schober & Christiane Spiel

DOI: https://doi.org/10.1027/2151-2604/a000277

Citation (APA): 

Lüftenegger, M., Tran, U.S., 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. Zeitschrift für Psychologie, 225(1), 64-75. https://doi.org/10.1027/2151-2604/a000277

Summary

Previous research often measured goal structures as broad concepts related to all classroom activities following a holistic approach. The multidimensional TARGET framework (Task, Autonomy, Recognition, Grouping, Evaluation, Time) offers a more detailed approach but lacks comprehensive measurement tools. This study developed and tested the Goal Structure Questionnaire (GSQ) to assess a classroom mastery approach goal structure based on the TARGET dimensions. Using data from 1,080 secondary school students, the GSQ showed differential associations with achievement goals and an incremental theory of intelligence.  

General Information

• Language of items: English, German
• Number of items: 32
• Reliability: Ranged from moderate to excellent for all scales, Coefficient alpha = .69–.85, Composite reliability = .69–.85
• Validity: Results substantiate the construct validity of the measurement instrument through confirmatory factor analyses (CFAs), demonstrating moderate to good model fit across six dimensions (CFI = .951–.992, TLI = .919–.975, RMSEA = .049–.100); Internal and external validity of the measurement instrument are supported.
• Constructs: Task, autonomy, recognition, grouping, evaluation, and time
• Keywords: Motivation, achievement goals, classroom, goal structure, TARGET framework
• Development status: Validated

Achievment Goal Inventory for Secondary Education (AGI-SE)

Authors: Marko Lüftenegger, Lisa Bardach, Evelyn Bergsmann, Barbara Schober & Christiane Spiel

DOI: https://doi.org/10.1016/j.ijer.2019.03.003

Citation (APA):

Lüftenegger, M., Bardach, L., Bergsmann, E., Schober, B., & Spiel, C. (2019). A citizen science approach to measuring students’

achievement goals. International Journal of Educational Research, 95, 36–51. https://doi.org/10.1016/j.ijer.2019.03.003

Summary

Using the achievement goal theory framework, the present study employs a citizen science approach in which researchers and students collaboratively developed items assessing students’ achievement goals (mastery-approach, normative and appearance performance-approach, normative and appearance performance-avoidance goals). The newly developed scales were tested in two large studies carried out in Austria and the United Kingdom. Measurement invariance across the investigated subjects (mathematics German, English) and the two countries was established. Moreover, we investigated relations to implicit theories, self-efficacy, reference norms, and adaptive reactions to errors.

General Information

• Language of items: English, German
• Number of items: 43
• Reliability: Good to excellent reliability for all scales, Coefficient alpha = .80–.87,
• Validity: Excellent model fit (CFI = .972, TLI = .967, RMSEA = .044), providing strong support for the 5-factor model (construct validity confirmed by CFA)
• Constructs: Mastery-approach goals, normative and appearance performance-approach goals, and normative and appearance performance-avoidance goals.
• Keywords: Citizen science, achievement goals, students, performance goals, normative, appearance
• Development status: Validated

Teachers´ Achievement Goal Orientation Questionnaire (TAGOQ)

Authors: Stefan Janke, Lisa Bardach, Sophie Oczlon & Marko Lüftenegger

DOI: https://doi.org/10.1016/j.tate.2019.04.003

Citation (APA):

Janke, S., Bardach, L., Oczlon, S., & Lüftenegger, M. (2019). Enhancing feasibility when measuring teachers’ motivation:

A brief    scale for teachers’achievement goal orientations. Teaching and Teacher Education, 83, 1-11.        https://doi.org/10.1016/j.tate.2019.04.003

Summary

The brief questionnaire for teachers´ achievement goal orientations allows for an accurate assessment, while also being feasible for complex research designs. In a first online study with 502 German teachers, we investigated the scale´s factorial structure, its measurement invariance over different career stages and its construct validity. In a second study with 650 Austrian teachers, we tested its concurrent validity for teachers´ self-efficacy, attitudes toward vocational help-seeking, and achievement emotions.

General Information

• Language of items: English, German
• Number of items: 12 (three per construct)
• Reliability: Good to excellent reliability for all scales, Coefficient alpha = .77–.88, Composite reliability = .78–.88 
• Validity: Convergent and discriminant validity was supported (study 1), strong predictive validity (study 2)
• Construct: Learning Goal Orientation, Performance Approach Goal Orientation, Performance Avoidance Goal Orientation, Work Avoidance Goal Orientation
• Keywords: Teacher motivation, achievement goal orientations, help-seeking, teacher emotions, self-efficacy, scale development
• Development status: Validated

Foreign Lanugage Price Scale (FLPS)

Authors: Gholam Hassan Khajavy & Marko Lüftenegger

DOI: https://www.tandfonline.com/doi/full/10.1080/17501229.2024.2361652

Citation (APA): 

Khajavy, G. H., & Lüftenegger, M. (2024). Pride in foreign language learning: A conceptual framework and empirical evidence. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2024.2361652

Summary

We proposed a conceptual model of FL pride, drawing on previous theoretical frameworks, which distinguishes four types of pride: self-based, social comparison-based, praise-based, and help-based. Then, to test this model, we conducted two studies. In Study 1, we asked participants to recall events in which they felt pride during the FL process. In Study 2, we developed and validated the foreign language pride scale (FLPS). Results of confirmatory factor analysis indicated that FL pride is best represented by a higher-order model. We further investigated its criterion-related validity by examining the relations between FL pride and theoretically relevant constructs and found that it is related to several motivational, emotional, and outcome measures

 General Information

• Language of items: English
• Number of items: 40 (divided into three parts)
• Reliability: Composite Reliability = .85 - .93; Omega hierarchical reliability indicates that the general factor (ω_H = .93) accounts for the majority of reliable variance, while specific factors have low ω_HS values (.09 - .16.), suggesting limited independent reliability, making them less suited for separate analyses
• Validity: Construct validity was supported through CFA, as shown by acceptable goodness-of-fit indices across constructs; Convergent validity was indicated by strong factor loadings (all above .50), however, high correlations among first-order factors (ranging from .79 to .93) suggest weak discriminant validity at this level.
• Constructs: Self-based pride, social comparison-based pride, praise-based pride, and help-based pride
• Keywords: Foreign language pride, second language acquisition, foreign language learning, emotions, willingness to communicate
• Development status: Validated