Achievement Goal Questionnaire-Revised (AGQ-R)

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1.    My aim is to completely ma‎ster the material presented in my most difficult class.
2.    I am striving to do well compared to other students.
3.    My goal is to learn as much as possible.
4.    My aim is to perform well relative to other students.
5.    My aim is to avoid learning less than I possibly could.
6.    My goal is to avoid performing poorly compared to others.
7.    I am striving to understand the content of my most difficult class as thoroughly as possible.
8.    My goal is to perform better than the other students.
9.    My goal is to avoid learning less than it is possible to learn.
10.I am striving to avoid performing worse than others.
11.I am striving to avoid an incomplete understanding of the course material.
12.My aim is to avoid doing worse than other students.

1.    My aim is to completely ma‎ster the material presented in this class. (original Item 9: I desire to completely ma‎ster the material presented in this class.)
2.    I am striving to do well compared to other students. (original Item 2: It is important for me to do well compared to others in this class.)
3.    My goal is to learn as much as possible. (original Item 7: I want to learn as much as possible from this class.)
4.    My aim is to perform well relative to other students. (original Item 3: My goal in this class is to get a better grade than most of the other students.)
5.    My aim is to avoid learning less than I possibly could. (original Item 4: I worry that I may not learn all that I possibly could in this class.)
6.    My goal is to avoid performing poorly compared to others. (original Item 11: My goal in this class is to avoid performing poorly.)
7.    I am striving to understand the content of this course as thoroughly as possible. (original Item 8: It is important for me to understand the content of this course as thoroughly as possible.)
8.    My goal is to perform better than the other students. (original Item 1: It is important for me to do better than other students.)
9.    My goal is to avoid learning less than it is possible to learn. (original Item 6: I am often concerned that I may not learn all that there is to learn in this class.)
10.I am striving to avoid performing worse than others. (original Item 12: My fear of performing poorly in this class is often what motivates me.)
11.I am striving to avoid an incomplete understanding of the course material. (original Item 5: Sometimes I’m afraid that I may not understand the content of this class as thoroughly as I’d like).
12.My aim is to avoid doing worse than other students. (original Item 10: I just want to avoid doing poorly in this class.)
ma‎stery-approach‚ ma‎stery-avoidance‚ performance-approach‚ and performance-avoidance
1 (almost always untrue) to 6 (almost always true)
ma‎stery-approach (1‚ 3‚ 7)‚ ma‎stery-avoidance (5‚ 9‚ 11)‚ performance-approach (2‚ 4‚ 8)‚ and performance-avoidance (6‚ 10‚ 112)

Elliot‚ A. J.‚ & Harackiewitz‚ J. (1996). Approach and avoidance achievement goals and intrinsic motivation: A meditational analysis. Journal of Personality and Social Psychology‚ 70‚ 968-980.

Elliot‚ A. J. (1997). Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In M. Maehr & P. Pintrich (Eds.)‚ Advances in motivation and achievement (pp. 143-179). Stamford‚ CT: JAI Press.

Elliot‚ A. J.‚ & Church‚ M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology‚ 72‚ 218-232.

Elliot‚ A. J.‚ & Sheldon‚ K. M. (1997). Avoidance achievement motivation: A personal goals analysis. Journal of Personality and Social Psychology‚ 73‚ 171-185.

Elliot‚ A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Elliot‚ E. S.‚ & Dweck‚ C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology‚ 54‚ 5-12. Psychologist‚ 34‚ 169-189.

Elliot‚ A. J.‚ & McGregor‚ H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology‚ 76‚ 628-644.

Elliot‚ A. J.‚ McGregor‚ H. A.‚ & Gable‚ S. (1999). Achievement goals‚ study strategies‚ and exam performance: A meditational analysis. Journal of Educational Psychology‚ 91(3)‚ 549-563.

Elliot‚ A. J.‚ & McGregor‚ H. A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology‚ 80‚ 501-519.

Elliot‚ A. J.‚ & Thrash‚ T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review‚ 13‚ 139–156.

Murayama‚ K.‚ Elliot‚ A. J.‚ & Yamagata‚ S. (2001). Separation of Performance-Approach and Performance-Avoidance Achievement Goals: A Broader Analysis. Journal of Educational Psychology‚ 103(1)‚ 238-256.

Elliot‚ A. J.‚ & Church‚ M. A. (2003). A motivational analysis of defensive pessimism and self- handicapping. Journal of Personality‚ 71‚ 369-396.

Elliot‚ A. J.‚ & Moller‚ A. C. (2003). Performance-approach goals: Good or bad forms of regulation?. International Journal of Educational Research‚ 39‚ 339 –356.

Elliot‚ A. J.‚ & Thrash‚ T. M. (2004). The intergenerational transmission of fear of failure. Personality and Social Psychology Bulletin‚ 30‚ 957–971.

Elliot‚ A. J. (2005). A conceptual history of the achievement goal construct. In A. Elliot & C. Dweck (Eds.)‚ Handbook of competence and motivation. New York‚ NY: Guilford Press.

Elliot‚ A. J.‚ & Pekrun‚ R. (2007). Emotion in the hierarchical model of approach-avoidance achievement motivation. In P. A. Schutz & R. Pekrun (Eds.)‚ Emotions in education (pp. 57-73). Amsterdam: Elsevier.

Elliot‚ A. J.‚ & Murayama‚ K. (2008). On the measurement of achievement goals: Critique‚ illustration‚ and application. Journal of Educational Psychology‚ 100‚ 613-628.

Sean‚ P. Cumming & Ronald‚ E. Smithb & Frank‚ L. Smoll & Martyn‚ Standage & Joel. R. Grossbard. (2008). “Development and validation of the Achievement Goal Scale for Youth Sports”‚ Psychology of Sport and Exercise‚ 9‚ 686-703.