The aim of this study is to confirm the factor structure of a self-report measure of achievement goal tendencies (Hayamizu & Weiner, 1991) described in previous research, and examine the reliability and validity of scores in a sample of Uruguayan university students. A theoretical three-factor model is proposed (learning, performance and outcome goals), as well as one-factor models for each goal. Confirmatory factor analyses show that all models are identified, and solutions are conceptually correct. Our results suggest that outcome goals could be split into two correlated sub-dimensions related to achievement time (short and long term goals). Concurrent and predicted validity were established through significant correlations with perceived ability and academic achievement respectively. Conceptualisation of these findings and suggestions for future research are discussed.
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