Olenchak, F. Richard2014-07-212014-07-21May 20122012-05http://hdl.handle.net/10657/648Items drafted to measure mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals were administered with Elliot and Murayama’s (2008) AGQ-Revised (AGQ-R) to 300 students to see how responses fit the 2 x 2 factor model of achievement goal theory, and how the reliability as well as the variance of the AGQ-R scores were affected by the drafted items. Three Multiple-Indicator Correlated Trait-Correlated Method models (MI CT-CM) of the 2 x 2 achievement goal theory were examined using scores from the AGQ-R, drafted items, and the AGQ-R plus drafted items. No model reached non-significance, but the disturbed MI CT-CM model with the AGQ-R exhibited the best model fit. This model may not be viable because of Heywood cases. Drafted items were also examined to see how the AGQ-R might be improved. Reliability of the mastery-approach and performance-approach responses significantly increased. Reliability of the performance-avoidance responses significantly decreased. Variance in every subscale, except performance-approach, significantly decreased.application/pdfengThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).Achievement goalsMotivationEducational psychology2014-07-21Thesisborn digital