Reliability and Validity of the Trichotomous Achievement Goal Model in an Elementary School Physical Education Setting

Abstract

Problem Statement: The trichotomous model has been applied widely in academic and university settings but little is known about its utilization in physical education settings; therefore, it seems reasonable to study the efficacy of the trichotomous achievement goal model in elementary school physical education settings.

Purpose of Study: The purpose of this study is to examine whether the trichotomous achievement goal model utilized with high school and university undergraduate students might also be applied to elementary students in physical education settings.

Methods: Participants included 158 students (68 boys and 90 girls) in grades 3-6 enrolled in a rural school district located in south-central Texas. Participants came from a public elementary school within the district. Their ages ranged from 8-12 years. Students' mastery, performance-approach, and performance-avoidance goals were assessed using a 15-item questionnaire. The factorial validity of the models and internal consistency reliability were tested with confirmatory factor analysis and tests of internal consistency. Data were analyzed by AMOS 5.0 and SPSS 11.5.

Findings and Results: After some modifications, the results indicated that all indices (chi(2)/df = 1.09, CFI = .99, NNFI = .98, and RMSEA = .02) represented an excellent fit between the three-factor model and the data, with factor loadings ranging from .40 to .84. Cronbach's alphas for the three scales were .74, .85, and .71, respectively, indicating acceptable internal consistency. Reliability and validity analyses confirmed the existence of the three-factor achievement goal model in elementary school physical education, which is consistent with findings reported in the academic and university settings and other physical education settings. Results of this study revealed that the trichotomous achievement goal model fit the data well and demonstrated satisfactory psychometric properties.

Conclusions and Recommendations: Given that reliability and validity analyses produced valid scores, the trichotomous achievement goal model is applicable to elementary school physical education settings. Future researchers, however, might examine and assess other forms of reliability and validity in different educational settings and with students from more diverse backgrounds.