Educational Measurement and Evaluation Review

10

Authors: Adonis P. David

In the past two decades, the achievement goal construct has been one of the most studied variables in the area of students’ achievement motivation. From the initial conceptualization of achievement goals as a dichotomy (Ames, 1992; Ames &Archer, 1988) to its expansion as a trichotomous model (Elliot & Church, 1997; Elliot & Harackiewicz, 1996) and as a 2 x 2 model (Elliot & McGregor, 2001), the literature has seen the proliferation of empirical studies on the structure, antecedents, and consequences of achievement goals in the academic domain. The importance given to the construct can be attributed to the premise that achievement goals, defined as “competence-based aim that guide behaviour” (Elliot, Murayama, & Pekrun, 2011, p.632), may shape or influence achievement-related, as well as learning-related outcomes. Recently, a 3 x 2 achievement goal model was proposed and empirically tested by Elliot and colleagues to significantly advance the conceptualization of achievement goals. At the core of the new model is differentiating achievement goals as task-based, self-based, and other-based goals in terms of definition and as approach and avoidance goals in terms of valence. This study in investigated the structural validity and cross -cultural generalizability of the 3 x 2 achievement goal model by examining the achievement goals of Filipino undergraduate students using the 3 x 2 Achievement Goal Questionnaire (Elliot et al., 2011).

12

Authors: Lis Johny, Lizy Lukose, & Carlo Magno

The present study assessed high school students’ self-regulation and the use of learning strategies. The study also determined whether they can predict school ability. Based on the social cognitive theory, individuals’ use of powerful learning strategies (i. e., self-regulation and learning strategies) can build on students’ school ability. Three questionnaires that include the Academic Self-regulated Learning Scale (A-SRL-S), Learning Strategy Scale (LSC), and Otis Lennon School Ability Test (OLSAT) were administered to 350 high school students in Manila. Structural Equations Modeling (SEM) was used to test the effect of A-SRL-S and LSC on OLSAT. Contrary to our hypothesis both self-regulation as well as learning strategies did not have a significant effect on school ability. The overall model attained a good fit (RMSEA= .07; PGI= .94; GFI= .91; AGFI=.88). Results indicate that high self-regulation and usage of learning strategies do not predict school ability. However, the relationship between the A-SRL-S and LSC marked construct validity.