Transcending students' achievement goals and academic self-concept : a multidimensional and hierarchical structure

![CDATA[The purpose of this study is to examine the potential multidimensional and hierarchical structure of student’s motivational goals and academic self-concept (SC). Specifically, this paper tests the ability of first- and second-order measurement models comprising achievement motivation variables (mastery, performance & social goals) and academic self-concept variables (English and math self-concept) to fit data collected over two years from 1 515 Australian High School students. The study also tests whether the second-order model fits equally well across sex groups. Results of the first-order Confirmatory Factor Analyses (CFA) demonstrate that the motivation items drawn from the General Achievement Goal Orientation Scale (GAGOS), and the self-concept items drawn from the Academic Self Description Questionnaire II (ASDQ II), appropriately measure their target constructs. The higher order CFA results provided support for an hierarchical representation of goals and self-concept. This model fitted the data equally well for males and females. Thus, the study provides a measurement framework, which is largely sex invariant, and within which the interaction of multiple achievement goal orientations and academic self-concept variables may be examined.]]