Students’ Achievement Goal Orientations Scale: Psychometric Properties, Measurement Invariance Across Genders and Grades

The aim of the present study was to investigate the psychometric properties of the Greek version of PALS scale (Patterns of Adaptive Learning Scale) and measurement across genders and grades. The sample of the current research (N=2049) included secondary junior (N1=1342) and senior school (N2=703) students. They responded to self-report questionnaires measuring achievement goal orientations (mastery goals, performance approach goals, and performance avoidance goals), Exploratory and confirmatory procedures were applied to the above scales, demonstrating and supporting the underlying dimensionality. For achievement goal orientations the fit measure were: χ2=577,312, df =101, p<0.001; CFI =0.996; TLI = 0.960; RMSEA =0.050; 90% CI of RMSEA = (0.046; 0.054); SRMR=0.049; NFI=0.960; GFI=0.988. Reliability measures using Cronbach’s alpha and McDonald’s omega were all satisfactory ranged between 0.575 and 0.824. The research discovered that the three aspects of individual goal orientations—specifically mastery, performance approach, and performance avoidance—displayed adequate internal consistency within themselves and also measurement invariance was demonstrated across genders and grade levels, ensuring that these important concepts are perceived similarly across different genders and grade categories. The results showed that the Greek version of PALS possesses satisfactory psychometric properties boosting the credibility of the instrument for use in both psychological and educational research.