Psychometric Properties of the Academic Goals Questionnaire (AGQ) in University Students from Metropolitan Lima
DOI:
https://doi.org/10.35588/f91ahg78Keywords:
Academic goals, AGQ, Validity, ReliabilityAbstract
The aim of this study was to examine the psychometric properties of the Academic Goals Questionnaire (AGQ), which measures motivation orientation, in a sample of university students from Metropolitan Lima. A total of 957 undergraduate students participated, of whom 389 were women (40.6%) and 568 were men (59.4%). To assess construct validity, a confirmatory factor analysis was conducted, yielding good fit indices for the three-factor model comprising learning goals, social reinforcement goals, and achievement goals (RMSEA = .057, SRMR = .062; CFI = .960; TLI = .954). Convergent validity was supported by Average Variance Extracted (AVE) values above .50. Additionally, to evaluate criterion-related validity, correlations were estimated between the three AGQ factors and scores on the Perceived Academic Situational Self-Efficacy Scale (EAPESA) and the Short Academic Procrastination Scale (APS-S), with most coefficients being statistically significant (p < .001). Regarding reliability, McDonald's omega coefficients were .881 for learning goals, .861 for social reinforcement goals, and .848 for achievement goals. The results support the validity and reliability of the AGQ for use in Peruvian university contexts. Validation of this instrument provides useful information for understanding motivational profiles and informing educational strategies aimed at strengthening formative processes and the development of students as part of their formation in higher education systems in the Peruvian context.
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