«L., Ratsameemonthon El Achievement Goal Questionnaire-Revised (AGQ-R) para estudiantes universitarios tailandeses y el contexto asiático Electronic ...»
Identifying a student’s specific achievement goal may be utilized as guidance for teachers, school counselors, and psychologists to assist students to achieve academic performance more effectively. Specially, Eastern students may often pursue others’ goals and strive for success to please significant others in order to maintain harmony between the self and parents as a given family obligation (Pomerantz, Grolnick, & Price 2005). Consequently, students with performance goal who are highly concerned and stressed about demonstrating and proving competence will be more worried and anxious when they face more threatening and challenging goals. Consequently, they will tend to use maladaptive coping strategies such as selfhandicapping or procrastination to protect their self-worth (Wolters, 2004). At the same time, students who adopt performance-avoidance goal may cheat to achieve a high grade in order to fulfill their obligation to their parents (Bong, 2008). Therefore, teachers, school counselors, and psychologists could facilitate students holding a performance oriented goal to realize the negative consequences of fear of failure as well as to enhance students’ self-efficacy to focus on process orientation rather than outcome orientation. This will assist student to be more flexible and to have self-reliance to deal with the challenging tasks and the unexpected negative consequences (Elliot, 2005).
Currently, in Thailand, assessment measure of achievement goal based on 2x2 dimensions in the Thai version is necessary to acquire further research due to different cultural perspective leads to adopt achievement goal differently. Therefore, the purpose of this research is to translate and establish a valid achievement goal in the Thai version in order to convey items’ content equivalent to the original version and also to examine a specific achievement goal for Thai students. The results of EFA and CFA computations confirmed the four-factor structure of Thai version to be similar to the four-factor structure of the original Western version of the
achievement goal questionnaire. The strong theoretical perspective and the role of significant others could explain the two versions’ (Thai vs. Western) of achievement goal representing the same four-factor structure.
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