Secondary school students pursue differentiated achievement goals: The hexagonal achievement goal scale for students (HEX-S)

Beck, J., & Daumiller, M.

Abstract

Goals that students pursue at school determine students’ engagement and academic success. Achievement goals are categorized as mastery and performance goals, further divided by valence (approach, avoidance) and facets (mastery: task, learning; performance: normative, appearance). Empirical studies on this structure, particularly among secondary school students, are limited. This study aimed to (a) confirm the existence of such differentiated achievement goals in secondary school students and (b) validate the corresponding Hexagonal Achievement Goal Scale for Students (HEX-S). We adapted an existing scale, conducted cognitive interviews with 20 students, and surveyed 1,131 secondary school students. Confirmatory factor analyses supported the hexagonal goal structure, showing invariance between genders, age groups, and across six weeks. Correlations with a trichotomous goal orientation questionnaire indicated convergent and discriminant validity. School grades correlated weakly with mastery goals and the normative facet. This highlights the sensibility and relevance of distinguishing different goal types early in secondary education.