Abstract
The increased use of technology within the educational field gives rise to the need of developing valid instruments enabling to measure key constructs in fast ways, often involving many people. Therefore, this work explored some psychometric properties–in terms of factor structure and alpha coefficients–of a first Italian version of the Achievement Goal Questionnaire-Revised [8], as a first step preceding a future computerized implementation of the instrument. Seventy-seven university students completed the questionnaire, referring to a specific course. Each questionnaire included 12 items, three for each goal: Mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals. Confirmative factor analyses indicated the goodness of the hypothesized model, and its superiority compared to several alternative models; also alpha coefficients resulted adequate. These findings supported the validity of the adapted instrument, and were discussed considering possible future uses to assess motivational outcomes related to learning tasks within computer-based environments.
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Raccanello, D., Brondino, M., Pasini, M., De Bernardi, B. (2014). The Assessment of Motivation in Technology Based Learning Environments: The Italian Version of the Achievement Goal Questionnaire-Revised. In: Mascio, T., Gennari, R., Vitorini, P., Vicari, R., de la Prieta, F. (eds) Methodologies and Intelligent Systems for Technology Enhanced Learning. Advances in Intelligent Systems and Computing, vol 292. Springer, Cham. https://doi.org/10.1007/978-3-319-07698-0_5
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DOI: https://doi.org/10.1007/978-3-319-07698-0_5
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