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Achievement Goal QuestionnaireRevised (AGQR) Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology,.

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How to fill out the Achievement Goal Questionnaire-Revised (AGQ-R) online

The Achievement Goal Questionnaire-Revised (AGQ-R) is a valuable tool for assessing your academic achievement goals. This guide will provide you with a clear, step-by-step approach to completing the AGQ-R online, ensuring you understand each component.

Follow the steps to successfully complete the AGQ-R online.

  1. Click ‘Get Form’ button to access the form and open it in your preferred editor.
  2. Begin by filling out your personal information as required at the top of the form. This may include your name, email address, and course details if applicable.
  3. Proceed to the main section of the questionnaire. You will be presented with a series of statements related to your achievement goals.
  4. For each statement, rate your level of agreement using the provided scale from 1 (Strongly Disagree) to 5 (Strongly Agree). Carefully consider how each statement reflects your own academic goals.
  5. After you have completed all the statements, review your answers to ensure they accurately represent your goals.
  6. Once you are satisfied with your responses, save the changes you’ve made to the form. You may also have options to download, print, or share the completed questionnaire.

Complete your Achievement Goal Questionnaire-Revised (AGQ-R) online today to gain insights into your academic goals.

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A 2 x 2 achievement goal framework comprising mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals was proposed and tested in 3 studies. Factor analytic results supported the independence of the 4 achievement goal constructs.

Nicholls' (1984) achievement goal theory is based on developmental ideas regarding how young people move through a temporal process whereby the concept of ability is gradually differentiated from effort, task difficulty, and luck. From: The Power of Groups in Youth Sport, 2020.

aconceptualization of motivation that identifies two types of achievement goals, task-oriented (see task orientation) and ego-oriented (see ego orientation), and that relates these to differences in individuals' perceived ability for the task and their achievement behavior.

AGT identifies two major factors that will determine the motivation levels of an athlete. These factors are an athlete's goal orientation (i.e., task-orientation and ego-orientation) and the motivational climate you create (i.e., mastery or performance climate).

The dichotomous model of achievement goals emphasizes two primary definitions of competence. Task goals emphasize learning and improving, whereas ego goals emphasize outperforming others. Task and ego goals have also been referred to as mastery–learning and performance–competitive goals, respectively.

The 3 × 2 Achievement Goal Questionnaire (Elliot et al., 2011) was used to measure the self-, task-, and other-approach and the self-, task-, and other-avoidance goals. All six subscales of this questionnaire were used to measure students' six types of achievement goals, with each subscale consisting of three items.

Four types of achievement goals are acknowledged: mastery-approach, master-avoidance, performance-approach, and performance-avoidance.

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