Exploratory and Confirmatory Factor Analysis of Achievement Goals for Indonesian Students in Mathematics Education Programmes

Riyan Hidayat; Sharifah Norul Akmar Syed Zamri; Hutkemri Zulnaidi

doi:10.29333/ejmste/99173

Full Text (PDF)

Riyan Hidayat ¹ ^* , Sharifah Norul Akmar Syed Zamri ¹, Hutkemri Zulnaidi ¹

More Detail

¹ Department of Mathematics and Science Education, Faculty Education, University of Malaya, 50603 Kuala Lumpur, MALAYSIA^* Corresponding Author

Abstract

This study examined the validity and reliability of achievement goal instruments to determine the nature of achievement goals for Indonesian students in mathematics education programmes. A total of 538 students participated, selected by using cluster random sampling. A survey design was employed to investigate the factor structure of the achievement goals. Quantitative data were analysed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using SPSS 23 and AMOS 18. EFA revealed similar structures from prior research and the present study. The CFA approach verified the questionnaire of achievement goal was satisfactory for Indonesian students’ context. It also confirmed Indonesian students in mathematics education programmes adopt other-avoidance and self-approach goals. This work concludes the achievement goals of Indonesian university students have a six-factor structure. These findings imply the greater importance of validating and confirming the structure of pupils’ achievement goals relative to translating a construct into a different language.

Keywords

achievement goals
cross-cultural affects
reliability
structural equation modelling
validity

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2018, Volume 14, Issue 12, Article No: em1648

https://doi.org/10.29333/ejmste/99173

Publication date: 24 Oct 2018

Article Views: 2889

Article Downloads: 4944

Open Access References How to cite this article

References

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271. https://doi.org/10.1037/0022-0663.84.3.261.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260–267. https://doi.org/10.1037/0022-0663.80.3.260.
Awang, Z. (2012). Structural Equation Modeling Using Amos Graphic. Shah Alam: UiTM Press.
Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: testing multiple goal models. Journal of Personality and Social Psychology, 80(5), 706–722. https://doi.org/10.1037/0022-3514.80.5.706.
Bernardo, A. B. I., & Ismail, R. (2010). Social perceptions of achieving students and achievement goals of students in Malaysia and the Philippines. Social Psychology of Education, 13, 385–407. https://doi.org/10.1007/s11218-010-9118-y.
Bofah, E. A., & Hannula, M. S. (2015). Studying the factorial structure of Ghanaian twelfth-grade students’ views on mathematics. In B. Pepin & Roesken-Winter (Eds.), From beliefs to dynamic affect systems in mathematics education (pp. 355– 381). Cham, Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-06808-4.
Brondino, M., Raccanello, D., & Pasini, M. (2014). Achievement goals as antecedents of achievement emotions: The 3 x 2 achievement goal model as a framework for learning environments design. In T. Mascio, R. Gennari, P. Vitorini, R. Vicari, & F. de la Prieta (Eds.), Methodologies and Intelligent Systems for Technology Enhanced Learning. Advances in Intelligent Systems and Computing (pp. 53–60). Switzerland: Springer, Cham. https://doi.org/10.1007/978-3-319-07698-0_7.
Chamberlin, S. A. (2010). A review of instruments created to assess affect in mathematics. Journal of Mathematics Education, 3(1), 167–182.
Chen, W.-W. (2015). The relations between filial piety, goal orientations and academic achievement in Hong Kong. Educational Psychology, 36(5), 898–915. https://doi.org/10.1080/01443410.2015.1008404.
Chua, Y. P. (2014). Ujian Regresi, Analisis Faktor, dan Analisis SEM. Shah Alam: McGraw Hill Education.
Clarke, D. J. (2013). Contingent conceptions of accomplished practice: The cultural specificity of discourse in and about the mathematics classroom. ZDM Mathematics Education, 45, 21–33. https://doi.org/10.1007/s11858-012-0452-8.
Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education. Research Methods in Education. London and New York: RoutledgeFalmer. https://doi.org/10.1080/19415257.2011.643130.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. New York: Routledge. https://doi.org/10.4324/9780203029053.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Educational Research (Vol. 4). Cambridge: Pearson. https://doi.org/10.1017/CBO9781107415324.004.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. California: SAGE Publications, Inc.
David, A. (2012). Structural validation of the 3 X 2 achievement goal model. Educational Measurement and Evaluation Review, 103(3), 50–59. https://doi.org/10.1037/a0023952.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 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(2), 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(3), 169–189. https://doi.org/10.1207/s15326985ep3403_3.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 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 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519. https://doi.org/10.1037/0022-3514.80.3.501.
Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103(3), 632–648. https://doi.org/10.1037/a0023952.
Fitzgerald, S. M., Rumrill, P. D., & Schenker, J. D. (2004). Perspectives on scientific inquiry causal-comparative research designs. Journal of Vocational Rehabilitation, 20, 143–150.
Fraenkel, J. R., & Wallen, N. E. (2009). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Frohlich, M. T., & Westbrook, R. (2001). Arcs of integration: An international study of supply chain strategies. Journal of Operations Management, 19, 185–200. https://doi.org/10.1016/S0272-6963(00)00055-3.
Gillet, N., Lafrenière, M. A. K., Huyghebaert, T., & Fouquereau, E. (2015). Autonomous and controlled reasons underlying achievement goals: Implications for the 3 x 2 achievement goal model in educational and work settings. Motivation and Emotion, 39(6), 858–875. https://doi.org/10.1007/s11031-015-9505-y.
Hair, J. F., Black, B. ., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate Data Analysis 6th Edition. Pearson International Edition.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis (7th Edition). Englewood Cliffs, NJ: Prentice Hall. https://doi.org/10.1016/j.jmva.2009.12.014.
Harackiewicz, J. M. J., Barron, K. E., & Elliot, A. J. (1998). Rethinking achievement goals: When are They adaptive for college students and why? Educational Psychologist, 33(1), 1–21. https://doi.org/10.1207/s15326985ep3301.
Kline, R. B. (2005). Principles and practice of structural equation modeling. New York: The Guilford Press.
Langer, M. (2012). Das 3 x 2 Achievement Goal Model: Konsequenzen für Fähigkeitsselbstkonzept, Umgang mit Misserfolg und Interesse. Universitat Wien.
Liem, A. D., & Nie, Y. (2008). Values, achievement goals, and individual-oriented and social-oriented achievement motivations among Chinese and Indonesian secondary school students. International Journal of Psychology, 43(5), 898–903. https://doi.org/10.1080/00207590701838097.
Lim, C. (2007). Penyelidikan Pendidikan. Pendekatan Kuantitatif dan Kualitatif. Kuala Lumpur: McGraw Hill Education.
Lower, L. M., & Turner, B. A. (2016). Examination of the 3x2 achievement goal model in collegiate recreation: Comparison across Sport programs. Journal of Amateur Sport, 2(2), 75–102. https://doi.org/10.17161/jas.v0i0.5689.
Lower, L. M., Newman, T. J., & Pollard, W. S. (2016). Examination of the 3x2 achievement goal model in recreational sport: Associations with perceived benefits of sport participation. International Journal of Sport Management, Recreation & Tourism, 26, 44–53. https://doi.org/10.5199/ijsmart-1791-874X-26c.
Maehr, M. L., & Zusho, A. (2009). Achievement goal theory: The past, present, and future. Handbook of Motivation at School, 77–104.
Maretasani, L. D., Masrukan, M., & Dwijanto, D. (2016). Problem solving ability and metacognition based goal orientation on problem based learning. In S. Saptono, Masturi, A. Purwinarko, & D. Alighiri (Eds.), International Conference on Mathematics, Science, and Education 2016 (ICMSE 2016) Problem (pp. 26–30). Semarang: Faculty of Mathematics and Natural Sciences Semarang State University.
Mascret, N., Elliot, A. J., & Cury, F. (2015). Extending the 3x2 achievement goal model to the sport domain: The 3x2 achievement goal questionnaire for sport. Psychology of Sport and Exercise, 17, 7–14. https://doi.org/10.1016/j.psychsport.2014.11.001.
Mascret, N., Elliot, A. J., & Cury, F. (2017). The 3 × 2 achievement goal questionnaire for teachers. An International Journal of Experimental Educational Psychology, 37(3). https://doi.org/10.1080/01443410.2015.1096324.
Méndez-Giménez, A., Cecchini-Estrada, J.-A., Fernández-Río, J., Saborit, J. A. P., & Méndez-Alonso, D. (2017). 3x2 classroom goal structures, motivational regulations, self-concept, and affectivity in secondary school. The Spanish Journal of Psychology, 20. https://doi.org/10.1017/sjp.2017.37.
Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93(1), 77–86. https://doi.org/10.1037/0022-0663.93.1.77.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328–346. https://doi.org/10.1037/0033-295X.91.3.328.
Pintrich, P. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25(1), 92–104. https://doi.org/10.1006/ceps.1999.1017.
Pulkka, A., & Niemivirta, M. (2015). The relationships between adult students’ achievement goal orientations, self-defined course goals, course evaluations, and performance. Journal for Educational Research Online, 7(3), 28–53.
Schumacker, R. E., & Lomax, R. G. (2010). Structural Equation Modeling: Third Edition. New York: Taylor & Francis Group.
Stoeber, J., Haskew, A. E., & Scott, C. (2015). Perfectionism and exam performance: The mediating effect of task-approach goals. Personality and Individual Differences, 74, 171–176. https://doi.org/10.1016/j.paid.2014.10.016.
Treasure, D. C., & Roberts, G. C. (1995). Applications of achievement goal theory to physical education: Implications for enhancing motivation. Quest, 47, 475–489. https://doi.org/10.1080/00336297.1995.10484170.
Witkow, M. R., & Fuligni, A. J. (2007). Achievement goals and daily school experiences among adolescents with Asian, Latino, and European American backgrounds. Journal of Educational Psychology, 99(3), 584–596. https://doi.org/10.1037/0022-0663.99.3.584.
Wu, C.-C. (2012). The cross-cultural examination of 3×2 achievement goal model in Taiwan. Procedia-Social and Behavioral Sciences, 69, 422–427. https://doi.org/10.1016/j.sbspro.2012.11.429.
Wynne, H. M. (2014). Integrating the demonstration orientation and standards-based models of achievement goal theory. Fordham University. Retrieved from http://ezproxy.um.edu.my:2048/login?url=.
http://search.proquest.com/docview/1498130571?accountid=28930.
Yang, Y., Taylor, J., & Cao, L. (2016). The 3 x 2 achievement goal model in predicting online student test anxiety and help-seeking. International Journal of E-Learning & Distance Education, 32(1), 1–16.

How to cite this article

APA

Hidayat, R., Zamri, S. N. A. S., & Zulnaidi, H. (2018). Exploratory and Confirmatory Factor Analysis of Achievement Goals for Indonesian Students in Mathematics Education Programmes. Eurasia Journal of Mathematics, Science and Technology Education, 14(12), em1648. https://doi.org/10.29333/ejmste/99173

Vancouver

Hidayat R, Zamri SNAS, Zulnaidi H. Exploratory and Confirmatory Factor Analysis of Achievement Goals for Indonesian Students in Mathematics Education Programmes. EURASIA J Math Sci Tech Ed. 2018;14(12):em1648. https://doi.org/10.29333/ejmste/99173

AMA

Hidayat R, Zamri SNAS, Zulnaidi H. Exploratory and Confirmatory Factor Analysis of Achievement Goals for Indonesian Students in Mathematics Education Programmes. EURASIA J Math Sci Tech Ed. 2018;14(12), em1648. https://doi.org/10.29333/ejmste/99173

Chicago

Hidayat, Riyan, Sharifah Norul Akmar Syed Zamri, and Hutkemri Zulnaidi. "Exploratory and Confirmatory Factor Analysis of Achievement Goals for Indonesian Students in Mathematics Education Programmes". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 12 (2018): em1648. https://doi.org/10.29333/ejmste/99173

Harvard

Hidayat, R., Zamri, S. N. A. S., and Zulnaidi, H. (2018). Exploratory and Confirmatory Factor Analysis of Achievement Goals for Indonesian Students in Mathematics Education Programmes. Eurasia Journal of Mathematics, Science and Technology Education, 14(12), em1648. https://doi.org/10.29333/ejmste/99173

MLA

Hidayat, Riyan et al. "Exploratory and Confirmatory Factor Analysis of Achievement Goals for Indonesian Students in Mathematics Education Programmes". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 12, 2018, em1648. https://doi.org/10.29333/ejmste/99173