Validation of the social achievement goal orientation scale in iranian students

Abstract

Background: A growing number of researchers have recognized the importance of studying social goals along with academic goals to better understand motivational dynamics. While the call for a Social Achievement Goal Orientation theory has received considerable discussion in Western studies, it is not clear whether the theory can also be applied to other ethnic and cultural contexts. Aims: The objective of this study was to validate the Iranian version of the Social Achievement Goal Orientation Scale and to initially test the Social Achievement Goal Orientation theory in the context of Iranian students. Method: A total of 403 Iranian students (159 female and 244 male) from various high schools in Saveh participated in the study. Participants completed a Social Achievement Goal Orientation Scale (SAGOS) and an Achievement Goal Questionnaire. Exploratory factor analysis, item-total correlation, and reliability analyses were undertaken to assess the psychometric properties of the SAGOS. Confirmatory factor analysis was used to provide further validation for the questionnaire. Results: Exploratory and confirmatory factor analyses confirmed the hypothesized model of social achievement goals. The fit of the proposed three-factor model was promising. Moderate support for the three-factor structure of social goal orientation was found using scores from an abbreviated 13-item SAGOS. Convergent validity for the new measure of social achievement goals was established. Conclusion: Our findings generally supported the trichotomous framework of the social achievement goal orientation theory with Iranian students. Consistent with the academic goal orientation theory, our findings indicated that social mastery and performance-approach and performance-avoidance goals had positive relationships with academic goals.