Psychometric Characteristics of Work Domain Goal Orientation Questionnaire Farsi Version in Iranian Teachers
Subject Areas : Educational Psychology
Yasser Rezapour
1
(Ardakan)
Keywords: Reliability, teachers, validity, Work Domain Goal Orientation, Psychometrics,
Abstract :
This study was to Psychometric characteristics of work domain goal orientation questionnaire Farsi Version in Iranian Teachers. As a descriptive study, populations were all Ashkezar and Meybod city teachers, 448 ones were selected by categorical random sampling. Data were gathered by work domain goal orientation questionnaire (VandeWalle, 1997), Minnesota job satisfaction questionnaire (Weiss et al., 1967), and job performance questionnaire (Patterson, 1992) and then analyzed utilizing Pearson correlation and confirmatory factor analysis. Face validity was checked via item impact approach showing the appropriate face validity of questionnaire. Content validity was confirmed by CVI and CVR indexes. Confirmatory factor analysis confirmed the three factor structure of the questionnaire including learning goal orientation, performance-prove, and performance-avoid. Correlation between this questionnaire, job satisfaction, and job performance showed the questionnaire possesses an appropriate divergent and convergent validity (p<.05). Finally, reliability of the questionnaire using test-retest method for learning, performance-prove, and performance-avoid goal orientation was.81,.76, and.75, respectively (p<.05) and using Cronbach alpha was.92,.88, and.85, respectively. It can be concluded Farsi version of work domain goal orientation questionnaire in Iranian teachers possesses an appropriate validity and reliability.
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Azizi, S. M., Zare, H., & Almasi, H. (2016). The correlation of critical thinking disposition and achievement goal orientation with student entrepreneurial characteristics. Iranian Journal of Medical Education, 16, 200-209 [In Persian].
Badri, R., Bayrami, M., & Gholami, S. (2015). The relationship between academic optimism, occupational goal orientation, and job satisfaction among teachers. Quarterly Journal of Education, 31(2), 71-90 [In Persian].
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Broder, H.L., McGrath, C., & Cisneros, G.J. (2007). Questionnaire development: face validity and item impact testing of the Child Oral Health Impact Profile. Community Dental and Oral Epidemiology, 35, 8-19.
Chiaburu, D. S., Marinova, S. V., & Lim, A. S. (2007). Helping and proactive extra-role behaviors: The influence of motives, goal orientation, and social context. Personality and Individual Differences, 43(8), 2282-2293.
Chughtai, A. A., & Buckley, F. (2011). Work engagement: antecedents, the mediating role of learning goal orientation and job performance. Career Development International, 16(7), 684-705.
Cron, W. L., Slocum, Jr, J. W., VandeWalle, D., & Fu, Q. (2005). The role of goal orientation on negative emotions and goal setting when initial performance falls short of one's performance goal. Human Performance, 18(1), 55-80.
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Gasemi, V. (2010). Structural equation modeling in social researches with utilizing AMOS Graphics. Tehran: Jameeshenasan Press [In Persian].
Gillet, B., & Schwab, D. P. (1975). Convergent and discriminant validities of corresponding Job Descriptive Index and Minnesota Satisfaction Questionnaire scales. Journal of Applied Psychology, 60(3), 313-317.
Golestaneh, S. M., Afshin, S. A., & Dehghani, Y. (2016). The relationship between the time perspective and achievement goal, the academic procrastination and academic achievement of students in various colleges of the University of the Persian Gulf. Social Cognition, 5(2), 52-71 [In Persian].
Gong, Y., & Fan, J. (2006). Longitudinal examination of the role of goal orientation in cross-cultural adjustment. Journal of Applied Psychology, 91(1), 176-184.
Hafsteinsson, L. G., Donovan, J. J., & Breland, B. T. (2007). An item response theory examination of two popular goal orientation measures. Educational and Psychological Measurement, 67(4), 719-739.
Haghshenas, H. (1999). Persian version and standardization of neo personality inventory-revised. Iranian Journal of Psychiatry and Clinical Psychology, 4 (4), 38-48 [In Persian].
Hajihasani, M., & Kave, M. (2016). The investigation of the contribution of goal orientation, percieved organizational support and big five personality traits in predicting work engagement of female teachers in Shahrekord, Iran. Journal of Ergonomic, 4 (3), 1-10 [In Persian].
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Janssen, O., & Van Yperen, N. W. (2004). Employees' goal orientations, the quality of leader-member exchange, and the outcomes of job performance and job satisfaction. Academy of management journal, 47(3), 368-384.
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Lawshe, C. H. (1975). A quantitative approach to content validity1. Personnel psychology, 28(4), 563-575.
Leary, M. R. (1983). A brief version of the Fear of Negative Evaluation Scale. Personality and Social Psychology Bulletin, 9(3), 371-375.
Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93(1), 77-86.
Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., & Anderman, L. H., & Roeser, R. (1998). The development and validation of scales assessing students' achievement goal orientations. Contemporary educational psychology, 23(2), 113-131.
Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92(1), 128-150.
Rahmani Khajeh Langhi, A. (2009). Standardization, validity and reliability of Minnesota's satisfaction and job satisfaction questionnaire among primary, secondary and secondary teachers in Isfahan. Unpublished thesis, Isfahan University [In Persian].
Safiabadi, A. Career guidance and counseling and theories of career choice. Tehran: Roshd Press [In Persian].
Tan, J. A., & Hall, R. J. (2005). The effects of social desirability bias on applied measures of goal orientation. Personality and Individual Differences, 38(8), 1891-1902.
VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57(6), 995-1015.
VandeWalle, D., & Cummings, L. L. (1997). A test of the influence of goal orientation on the feedback-seeking process. Journal of applied psychology, 82(3), 390-400.
VandeWalle, D., Cron, W. L., & Slocum Jr, J. W. (2001). The role of goal orientation following performance feedback. Journal of Applied Psychology, 86(4), 629-640.
Waltz, C. F., & Bausell, B. R. (1981). Nursing research: design statistics and computer analysis. New York: Davis FA.
Weiss, D. J., Dawis, R. V., & England, G. W. (1967). Manual for the Minnesota Satisfaction Questionnaire. Minnesota studies in vocational rehabilitation, 22, 120.
_||_Arshadi, N. (2007). Designing and testing a model of important precedents and outcomes of work motivation of national iranian south oil company employees in Ahvaz region, Iran. Unpublished Dissertation, Ahvaz University [In Persian].
Aslanpoor jokandan M., Shahbazi, F., & Maleki R. (2012). The relationship between vigor, health and job performance in employees of the industrial company, Ahvaz. Quarterly Journal of Social Psychology (New Findings in Psychology), 21, 65-73 [In Persian].
Azizi, S. M., Zare, H., & Almasi, H. (2016). The correlation of critical thinking disposition and achievement goal orientation with student entrepreneurial characteristics. Iranian Journal of Medical Education, 16, 200-209 [In Persian].
Badri, R., Bayrami, M., & Gholami, S. (2015). The relationship between academic optimism, occupational goal orientation, and job satisfaction among teachers. Quarterly Journal of Education, 31(2), 71-90 [In Persian].
Brett, J. F., & VandeWalle, D. (1999). Goal orientation and goal content as predictors of performance in a training program. Journal of Applied Psychology, 84(6), 863-873.
Brislin, R.W. (1986) TheWording and Translation of Research Instruments. In W.L. Lonner & J.W. Berry, [Eds] Field Methods in Cross-Cultural Research. Newbury Park, CA: Sage.
Broder, H.L., McGrath, C., & Cisneros, G.J. (2007). Questionnaire development: face validity and item impact testing of the Child Oral Health Impact Profile. Community Dental and Oral Epidemiology, 35, 8-19.
Chiaburu, D. S., Marinova, S. V., & Lim, A. S. (2007). Helping and proactive extra-role behaviors: The influence of motives, goal orientation, and social context. Personality and Individual Differences, 43(8), 2282-2293.
Chughtai, A. A., & Buckley, F. (2011). Work engagement: antecedents, the mediating role of learning goal orientation and job performance. Career Development International, 16(7), 684-705.
Cron, W. L., Slocum, Jr, J. W., VandeWalle, D., & Fu, Q. (2005). The role of goal orientation on negative emotions and goal setting when initial performance falls short of one's performance goal. Human Performance, 18(1), 55-80.
Dragoni, L. (2005). Understanding the emergence of state goal orientation in organizational work groups: the role of leadership and multilevel climate perceptions. Journal of Applied Psychology, 90(6), 1084-95.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational psychologist, 34(3), 169-189.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of personality and social psychology, 72(1), 218-232.
Elliot, A. J., & McGregor, H. A. (2001). A 2× 2 achievement goal framework. Journal of personality and social psychology, 80(3), 501-519.
Gasemi, V. (2010). Structural equation modeling in social researches with utilizing AMOS Graphics. Tehran: Jameeshenasan Press [In Persian].
Gillet, B., & Schwab, D. P. (1975). Convergent and discriminant validities of corresponding Job Descriptive Index and Minnesota Satisfaction Questionnaire scales. Journal of Applied Psychology, 60(3), 313-317.
Golestaneh, S. M., Afshin, S. A., & Dehghani, Y. (2016). The relationship between the time perspective and achievement goal, the academic procrastination and academic achievement of students in various colleges of the University of the Persian Gulf. Social Cognition, 5(2), 52-71 [In Persian].
Gong, Y., & Fan, J. (2006). Longitudinal examination of the role of goal orientation in cross-cultural adjustment. Journal of Applied Psychology, 91(1), 176-184.
Hafsteinsson, L. G., Donovan, J. J., & Breland, B. T. (2007). An item response theory examination of two popular goal orientation measures. Educational and Psychological Measurement, 67(4), 719-739.
Haghshenas, H. (1999). Persian version and standardization of neo personality inventory-revised. Iranian Journal of Psychiatry and Clinical Psychology, 4 (4), 38-48 [In Persian].
Hajihasani, M., & Kave, M. (2016). The investigation of the contribution of goal orientation, percieved organizational support and big five personality traits in predicting work engagement of female teachers in Shahrekord, Iran. Journal of Ergonomic, 4 (3), 1-10 [In Persian].
Helmreich, R. L., & Spence, J. T. (1978). The work and family orientation questionnaire: An objective instrument to assess components of achievement motivation and attitudes toward family and career. JSAS Catalog of Selected Documents in Psychology, 8, 35-36.
Houman, H. A. Educational and psychological measurement and test design technique. Tehran: Selsele Press [In Persian].
Janssen, O., & Van Yperen, N. W. (2004). Employees' goal orientations, the quality of leader-member exchange, and the outcomes of job performance and job satisfaction. Academy of management journal, 47(3), 368-384.
Kane, M. T. (2001). Current concerns in validity theory. Journal of educational Measurement, 38(4), 319-342.
Kanfer, R., Beier, M. E., & Ackerman, P. L. (2013). Goals and motivation related to work in later adulthood: An organizing framework. European Journal of Work and Organizational Psychology, 22(3), 253-264.
Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19(2), 141-184.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educ psychol meas, 30(3), 607-610.
Lawshe, C. H. (1975). A quantitative approach to content validity1. Personnel psychology, 28(4), 563-575.
Leary, M. R. (1983). A brief version of the Fear of Negative Evaluation Scale. Personality and Social Psychology Bulletin, 9(3), 371-375.
Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93(1), 77-86.
Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., & Anderman, L. H., & Roeser, R. (1998). The development and validation of scales assessing students' achievement goal orientations. Contemporary educational psychology, 23(2), 113-131.
Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92(1), 128-150.
Rahmani Khajeh Langhi, A. (2009). Standardization, validity and reliability of Minnesota's satisfaction and job satisfaction questionnaire among primary, secondary and secondary teachers in Isfahan. Unpublished thesis, Isfahan University [In Persian].
Safiabadi, A. Career guidance and counseling and theories of career choice. Tehran: Roshd Press [In Persian].
Tan, J. A., & Hall, R. J. (2005). The effects of social desirability bias on applied measures of goal orientation. Personality and Individual Differences, 38(8), 1891-1902.
VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57(6), 995-1015.
VandeWalle, D., & Cummings, L. L. (1997). A test of the influence of goal orientation on the feedback-seeking process. Journal of applied psychology, 82(3), 390-400.
VandeWalle, D., Cron, W. L., & Slocum Jr, J. W. (2001). The role of goal orientation following performance feedback. Journal of Applied Psychology, 86(4), 629-640.
Waltz, C. F., & Bausell, B. R. (1981). Nursing research: design statistics and computer analysis. New York: Davis FA.
Weiss, D. J., Dawis, R. V., & England, G. W. (1967). Manual for the Minnesota Satisfaction Questionnaire. Minnesota studies in vocational rehabilitation, 22, 120.