article_1787110_1790671607 1790671607 Kıbrıs Ruh Sağlığı Enstitüsü Cyprus Turkish Journal of Psychiatry and Psychology KTPP Dergisi 1302-7840 09 07 2026 8 3 Emre Koçak ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ https://orcid.org/0009-0001-0725-6821 Derya Girgin ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ https://orcid.org/0000-0002-6114-7925 This study aims to adapt the Achievement Goal Questionnaire-Revised Form (AGQ-R) into Turkish and to examine its validity and reliability among middle school students. The sample comprised 527 students in grades 5 through 8, aged 10 to 15, drawn from various public schools. The adaptation process employed the back-translation method, which is widely accepted in the literature, followed by a thorough review for grammatical and punctuation accuracy. To ensure cultural appropriateness, expert feedback was obtained from a multidisciplinary panel within the faculty of education, which facilitated the identification and removal of culturally specific content from the scale items. Validity and reliability analyses were conducted using SPSS 25 and AMOS 22. The internal consistency of the scale was supported by a Cronbach’s alpha of α = 0.89, and corrected item-total correlations ranged from 0.525 to 0.644 across all subscales. In addition, the convergent validity and internal consistency of the constructs were confirmed using Average Variance Extracted (AVE) and Composite Reliability (CR) values. Confirmatory factor analysis supported the hypothesized four-factor structure (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance), demonstrating a good model fit (χ²/df = 2.145; RMSEA = 0.047; CFI = 0.978). These findings indicate that the Turkish version of the AGQ-R is a psychometrically sound tool for measuring achievement goal orientations among middle school students. It is recommended for use by researchers and educators to better understand and support student motivation in the Turkish educational context. 09 09 2026 03 19 2026 254 262 10.35365/ctjpp.26.3.03 https://dergipark.org.tr/en/doi/10.35365/ctjpp.26.3.03 Akin, A. (2006). 2×2 Achievement goal orientations scale: The study of validity and reliability. Sakarya University Journal of Education Faculty, 12, 1–13. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271. https://doi.org/10.1037/0022-0663.84.3.261 Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260–267. https://doi.org/10.1037/0022-0663.80.3.260 Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools. Contemporary Educational Psychology, 22(3), 269–298. https://doi.org/10.1006/ceps.1996.0926 Arslan, S., & Akın, A. (2015). The validity and reliability study of the 2x2 achievement goal orientations scale (revised form). Sakarya University Journal of Education, 5(1), 7–15. https://doi.org/10.19126/suje.05454 Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1(3), 185–216. https://doi.org/10.1177/135910457000100301 Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: The Guilford Press. ISBN: 978-1-59385-274-0 Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). New York: The Guilford Press. ISBN: 978-1-4625-1536-3 Byrne, B. M. (2016). Structural equation modeling with Amos: Basic concepts, applications, and programming (3rd ed.). New York: Routledge. ISBN: 978-1-138-79703-1 Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309–319. https://doi.org/10.1037/1040-3590.7.3.309 Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd ed.). New York: Psychology Press. ISBN: 978-1-315-82750-6. https://doi.org/10.4324/9781315827506 Direktör, C., & Okray, Z. (2023). Turkish adaptation, validity, and reliability study of the State Impostor Phenomenon Scale. Cyprus Turkish Journal of Psychiatry & Psychology, 5(2), 105–110. https://doi.org/10.35365/ctjpp.23.2.02 Dunn, T. J., Baguley, T., & Brunsden, V. (2013). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105(3), 399–412. https://doi.org/10.1111/bjop.12046 Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040–1048. https://doi.org/10.1037/0003-066X.41.10.1040 Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295x.95.2.256 Ebel, R. L., & Frisbie, D. A. (1991). Essentials of educational measurement (5th ed.). Englewood Cliffs, NJ: Prentice Hall. ISBN: 978-0-13-284613-4 Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169–189. https://doi.org/10.1207/s15326985ep3403_3 Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218–232. https://doi.org/10.1037/0022-3514.72.1.218 Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461–475. https://doi.org/10.1037/0022-3514.70.3.461 Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519. https://doi.org/10.1037/0022-3514.80.3.501 Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613–628. https://doi.org/10.1037/0022-0663.100.3.613 Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104 Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Pearson. ISBN: 978-0-13-813263-7 Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Andover, UK: Cengage Learning EMEA. ISBN: 978-1-4737-5654-0 Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118 Huang, C. (2011). Achievement goals and achievement emotions: A meta-analysis. Educational Psychology Review, 23(3), 359–388. https://doi.org/10.1007/s10648-011-9155-x Huang, C., Wang, Y., Wu, T., & Wang, P. (2013). An empirical analysis of the antecedents and performance consequences of using the Moodle platform. International Journal of Information and Education Technology, 3(2), 217–221. https://doi.org/10.7763/ijiet.2013.v3.267 Kadan, G. D., Gökkaya, F., & Tunçay, Ş. (2025). The Adult Bullying Scale: An Adaptation Study. Cyprus Turkish Journal of Psychiatry & Psychology, 7(1), 3–12. https://doi.org/10.35365/ctjpp.25.1.01 Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press. SBN: 978-1-59385-075-3 Maehr, M. L. (1974). Culture and achievement motivation. American Psychologist, 29(12), 887–896. https://doi.org/10.1037/h0037521 Maehr, M. L., & Midgley, C. (1991). Enhancing student motivation: A schoolwide approach. Educational Psychologist, 26(3), 399–427. https://doi.org/10.1080/00461520.1991.9653140 McClelland, D. C. (1951). Measuring motivation in phantasy: The achievement motive. In H. Guetzkow (Ed.), Groups, leadership, and men (pp. 191–205). Pittsburgh, PA: Carnegie Press. ISBN: 978-0837155661 McDonald, R. P. (1999). Test theory: A unified treatment. Mahwah, NJ: Lawrence Erlbaum Associates. ISBN: 0805830758 Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328–346. https://doi.org/10.1037/0033-295x.91.3.328 Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23–74. Retrieved June 05, 2025, from http://www.stats.ox.ac.uk/%7Esnijders/mpr_Schermelleh.pdf Schumacker, R. E., & Lomax, R. G. (2016). A beginner’s guide to structural equation modeling (4th ed.). New York: Routledge. ISBN: 978-1-315-74910-5 Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26–47. https://doi.org/10.1080/00461520.2011.538646 Şenler, B., & Sungur, S. (2007, November). Hedef yönelimi anketinin Türkçeye çevrilmesi ve adaptasyonu [Paper presentation]. 1. Ulusal İlköğretim Kongresi, Ankara, Türkiye. Retrieved June 03, 2025, from https://hdl.handle.net/11511/92286 Streiner, D. L., Norman, G. R., & Cairney, J. (2015). Health measurement scales: A practical guide to their development and use (5th ed.). Oxford: Oxford University Press. ISBN: 978-0-19-968521-9.https://doi.org/10.1093/med/9780199685219.001.0001 Tunç, M. F., & Ümmet, D. (2025). Emotional Creativity Inventory: Adaptation to Turkish culture. Cyprus Turkish Journal of Psychiatry & Psychology, 7(2), 123–131. https://doi.org/10.35365/ctjpp.25.2.02 Urdan, T., & Kaplan, A. (2020). The origins, evolution, and future directions of achievement goal theory. Contemporary Educational Psychology, 61, 101862. https://doi.org/10.1016/j.cedpsych.2020.101862