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Journals / Türk Psikolojik Danışma ve Rehberlik Dergisi / 2026 / Volume: 16 Issue: 81

Contextual Achievement Motivation in Georgia Validation of a Four-Domain Measure

Mehmet Akif Karaman(American University of the Middle East)0000-0001-7405-5133
Lasha Khojanashvili(American University of the Middle East)0000-0002-0501-014X
Mzia Tsereteli(Ivane Javakhishvili Tbilisi State University)
Pages
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Publication Date
2026-06-29
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

This adaptation not only ensures cultural validity but also provides educators and counselors in Georgia with a practical tool for designing interventions that align with local values and contexts.

📌 3 Key Takeaways

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Objective & Hypothesis:The purpose of the study was to adapt and validate the Contextual Achievement Motivation Measure (CAMM) in Georgian culture and language.
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Key Findings & Data:The sample included 319 participants (106 teachers, 33.2%; 188 college students, 58.9%; 25 others, 7.8%) from Tbilisi, Georgia, with a majority of women (70.5%, n=225) and men (29.5%, n=94).
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Conclusion & Impact:This adaptation not only ensures cultural validity but also provides educators and counselors in Georgia with a practical tool for designing interventions that align with local values and contexts.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Contextual achievement motivation · confirmatory factor analysis · Georgian culture

Abstract

The purpose of the study was to adapt and validate the Contextual Achievement Motivation Measure (CAMM) in Georgian culture and language. The sample included 319 participants (106 teachers, 33.2%; 188 college students, 58.9%; 25 others, 7.8%) from Tbilisi, Georgia, with a majority of women (70.5%, n=225) and men (29.5%, n=94). The mean age was 31.99 years (SD = 14.04, range 17-70). Confirmatory factor analysis supported a four-factor structure (school, work, family, community) with acceptable fit after minor modifications (χ²/df = 3.21, CFI = .91, RMSEA = .080, SRMR = .06). Teachers scored significantly higher than students (d = 0.54), supporting known-groups validity evidence. The findings highlight the importance of cultural adaptation for psychometric validity and underscore the contextual nature of achievement motivation in Georgian educational settings. This adaptation not only ensures cultural validity but also provides educators and counselors in Georgia with a practical tool for designing interventions that align with local values and contexts.

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Cite This Article

Karaman, M. A., Khojanashvili, L., Tsereteli, M., *, M. A. K. (2026). Contextual Achievement Motivation in Georgia Validation of a Four-Domain Measure. Türk Psikolojik Danışma ve Rehberlik Dergisi, Volume: 16 Issue: 81. https://doi.org/10.17066/tpdrd.1826701

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