Özet:

Recently, studies on achievement goal orientation extended the 2x2 Achievement Goal Theory, by distingushing the mastery goals to task and self, and define the new approach as 3x2 model. Cost, Elliot, and Cury (2015a) stated that determining teachers’ achievement goal orientations based on this model is better for bringing out the individual differences. For this reason, in order to better determine the motivational processes of the teachers in Turkey, it was aimed to adapt the teachers version of “3x2 Achievement Goal Questionnaire” into Turkish and provide evidence for the validity and reliability in Turkish context. With this purpose, the scale was translated into Turkish and administered to 207 teachers in various branches. Confirmatory factor analysis results supported the 6- factor structure of the 3x2 Achievement Goal Questionnaire, as in the original questionnaire, in Turkish context and the factor loadings of the items were found to be sufficiently high. In addition, the Cronbach alpha coefficients indicated adaquate internal consistency for each subscale. As a result, findings of this study supported that this scale is a valid and reliable measure to assess the achievement goal orientations of Turkish teachers.

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