Examining the Effectiveness and Efficiency of an Innovative Achievement Goal Measurement for Preschoolers

Abstract

A large number of studies have investigated achievement goals and their related antecedents and consequences above elementary school level. However, few studies have implemented achievement goal assessment to investigate achievement goals and their relevance for preschoolers. In particular, no valid measurement has been developed for preschoolers’ self-reporting of their achievement goals. The main purposes of this study were twofold: (1) To develop an innovative achievement goal measurement for preschoolers, and to investigate the best theoretical model for understanding preschoolers’ achievement goal across gender. (2) To examine the effectiveness and efficiency of the pictorial and pure text measurement format and approaches (for young children’s self-reporting and teachers’ rating purposes, respectively). A total of 364 preschoolers aged 5 years participated in self-report activity, and 32 preschool teachers obtained consent to rate 193 out of 364 preschoolers. Results showed: (1) the developed achievement goal measurement was a valid tool for understanding preschoolers’ achievement goals and was equally suitable for boys and girls. (2) The 6-factor achievement goal model was the best theoretical perspective for understanding preschoolers’ achievement goals for both boys and girls. (3) The pictorial measurement format for preschoolers’ self-reporting of achievement goals was a more effective but less efficient way to investigate preschoolers’ achievement goals, while the opposite was the case for the pure text measurement format for teachers’ ratings. Implications for achievement goal literature and future research are discussed.

Developing and Validating the Teacher Rating Scale of Learning Interest for Kindergarteners

“…However, it does not mean that kindergarteners are considered to have limited capability in self-reporting their learning interests. In contrast, the latest empirical evidence suggested that children as young as 5 years may be able to evaluate their achievement motivation (Wu, 2022 ). These findings suggested that the teacher rating scale of learning interest could be an efficient way to investigate kindergarteners' learning interests and the effect of teaching or instruction on kindergarteners' learning interests.…”

“…Consequently, the scale used in the pilot study was adopted in the formal study. Description in each item was assigned a character role with the same pseudonyms, and this design was demonstrated to be an effective way for the teacher to rate a specific kindergartener (Wu, 2022 ). Four items measuring situational interest were as follows: (1) Bob is attracted by the teaching method and teaching material.…”

Investigating the Effect of the State, Stability, and Change in Deep Approaches to Learning From Kindergarten to Third Grade: A Multilevel Structural Equation Modeling Indicator-Specific Growth Model Approach

“…It was because self-report by young children using typical questionnaire was considered to be challenging due to the tendency to be highly positive in ratings of their own inner activities (i.e., abilities and interests) and the restriction on text reading and comprehension abilities ( George and Greenfield, 2005 ). However, young children themselves should also be considered as important sources of information because they may be able to report themselves by using measurement they are familiar with and are understandable ( Wu, 2022 ). This was especially important when internal constructs of the many aspects of approaches to learning are including (i.e., persistence, and preference for challenge) ( George and Greenfield, 2005 ).…”

Investigating the Discriminant Utility of Task-Based and Self-Based Goals in 3 × 2 Achievement Goal Model for Kindergarteners

“…(6) John/Mary competes with Tom/Cathy, and says: “I do not want to stack up blocks lower than yours” (other-avoidance goal). Each story description was read out loud to kindergarteners, then they were asked to choose one from the four options on a scale from 1 (“very much unlike me”) to 4 (“very much like me”) scale, each represented by a cartoon face reflecting the extent to which the descriptions of the protagonist in the story was analogous to them [ 39 ].…”

“…Consequently, it is unclear if the discriminant utility of task-based goals and self-based goals could be simultaneously supported through their relationships with delayed and concurrent cognitive outcomes for kindergarteners. Recently, the construct validity of the measurement for testing the 3 × 2 theoretical model was preliminary demonstrated on a kindergartener sample [ 39 ]. In order to advance the achievement goal theory and, in turn, to benefit mathematics teaching and learning practice in kindergarten, further evidence for supporting the discriminant utility of task-based goals and self-based goals by examining their effects on mathematics performance for kindergarteners is clearly needed.…”