I am searching for PALS: a scale to measure academics' learning goal orientation (mastery, performance-approach goals, and performance-avoidance goals).
I already found PALS for students and teachers in schools. These scale are useful but not exactly what I want. What I need is a scale which administered in universities context and measures academics' goal orientation for learning NOT for teaching.
The PALS does not have such scales. Look at Ruth Butler's Teaching Goal Orientation scales. They have been administered among K-12 teachers, but you can modify them to fit the university context. See:
Butler, R. (2007). Teachers' achievement goal orientations and associations with teachers' help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241.
My same sentiments as Avi. You might want to modify the one you have. You can the RG community to check the instrument's reliability.
Thank you Avi And Rita for your answers.
Actually, I am concerning about Faculty staff as learners not as teachers. We are investigating academics' Goal orientation in professional development and professional growth context. So, it is logical to ask academics about why they learn not why they teach and what are their goals in learning not what are their goals in teaching.
I hope the idea is clearer now and I hope you find extra time to answer.
Even though, I will check the study you have mentioned earlier and see if it helps.
Thanks
In that case, you can use either the scales from the PALS, or the scales from the Achievement Goal Questionnaire - Modified (AGQ-M) by Elliot and colleagues (2008). You just need to make sure that the language fits the context. The PALS scales were mostly used with young students. The AGQ-M scales were mostly used with older students, including with student-teachers. You can also look at scales that were used in organizational settings, such as those by Button et al. (1996). However, these are, by now, theoretically outdated in terms of the constructs that they assess.
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613.
Button, S. B., Mathieu, J. E., & Zajac, D. M. (1996). Goal orientation in organizational research: A conceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 67, 26–48
Many thanks for your insightful answer.
I will read your mentioned articles. Thank you for sharing them.
However, I would like to ask about the outdated scales, which instrument exactly did you mean?
regards
I think it is not a problem to use PALS for Academics. But you have the items to be suitable of higher education context. For example, one of the items in the PALS states that: It's important to me that I don't look stupid in my class.
Such items should be updated to reflect the context of Academics in higher education.
The PALS scales do not include mastery-avoidance, and Button et al.'s scales do not include the distinction between approach-avoidance.
Thank you Prof. Avi. I will consider your note in my reading about the topic.
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