References
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- Ameen, K. (2007). Issues of quality assurance (QA) in LIS higher education in Pakistan. Paper presented at the World Library and Information Congress
- Ames, C., and Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of educational psychology, 80(3), 260.
- Arshad, M., Zaidi, S. M. I. H., and Mahmood, K. (2015). Self-Esteem & Academic Performance among University Students. Journal of Education and Practice, 6(1), 156-162.
- Batool, S., Nadeem, A., and Asif, M. (2018). Managing Higher Education Quality Enhancement in Pakistan through Communication Skill to achieve International Opportunities. Journal of Managerial Sciences, 12(1).
- Chadwick, I. C., and Raver, J. L. (2015). Motivating organizations to learn: Goal orientation and its influence on organizational learning. Journal of management, 41(3), 957-986.
- Etnier, J. L., Sidman, C. L., Hancock, I., and Lee, C. (2004). An examination of goal orientation profiles and motivation in adult team sport. International Journal of Sport Psychology.
- Farhan, S., and Khan, I. (2015). Impact of stress, self-esteem and gender factor on students' academic achievement. International journal on new trends in education and their implications, 6(2), 143-156.
- Forsythe, A., and Jellicoe, M. (2018). Predicting gainful learning in Higher Education; a goal-orientation approach. Higher Education Pedagogies, 3(1), 103-117.
- Geiger, A. M. (2007). Goal Oreintation Among Students Identified with Specific Learning Disabilities. University of Wisconsin--La Crosse.
- Guthrie, J. T., and Humenick, N. M. (2004). Motivating students to read: Evidence for classroom practices that increase reading motivation and achievement.
- Hair, J., Black, W., Babin, B., Anderson, R., and Tatham, R. (2006). SEM: confirmatory factor analysis. Multivariate data analysis. Pearson Prentice Hall, Upper Saddle River, 770-842.
- Honicke, T., Broadbent, J., and Fuller-Tyszkiewicz, M. (2020). Learner self-efficacy, goal orientation, and academic achievement: exploring mediating and moderating relationships. Higher Education Research & Development, 39(4), 689-703.
- Johnson, L., Becker, S. A., Cummins, M., Estrada, V., Freeman, A., and Hall, C. (2016). NMC horizon report: 2016 higher education edition: The New Media Consortium.
- Kassaw, K., and Astatke, M. (2017). Gender, Academic Self-Efficacy, and Goal Orientation as Predictors of Academic Achievement. Global Journal of Human-Social Science Research.
- Kaur, A., Noman, M., and Awang-Hashim, R. (2018). The role of goal orientations in students' perceptions of classroom assessment in higher education. Assessment & Evaluation in Higher Education, 43(3), 461-472.
- Khan, M. A. (2014). Students' passion for grades in higher education institutions in Pakistan. Procedia-Social and Behavioral Sciences, 112, 702-709.
- Lau, K. L., and Lee, J. C. (2008). Validation of a Chinese achievement goal orientation questionnaire. British Journal of Educational Psychology, 78(2), 331-353.
- Lazarides, R., Buchholz, J., and Rubach, C. (2018). Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms. Teaching and Teacher Education, 69, 1-10.
- Lemos, M. S., and VerÃÂssimo, L. (2014). The relationships between intrinsic motivation, extrinsic motivation, and achievement, along elementary school. Procedia-Social and Behavioral Sciences, 112, 930-938.
- Mascret, N., Elliot, A. J., and Cury, F. (2015). Extending the 3× 2 achievement goal model to the sport domain: The 3× 2 Achievement Goal Questionnaire for Sport. Psychology of Sport and Exercise, 17, 7-14
- Meissel, K., and Rubieâ€ÂDavies, C. M. (2016). Cultural invariance of goal orientation and selfâ€Âefficacy in N ew Z ealand: Relations with achievement. British Journal of Educational Psychology, 86(1), 92-111.
- 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.
- Muenks, K., Yang, J. S., and Wigfield, A. (2018). Associations between grit, motivation, and achievement in high school students. Motivation Science, 4(2), 158.
- Ozdemir, B., Cakir, O., and Hussain, I. (2018). Prevalence of Nomophobia among university students: A comparative study of Pakistani and Turkish undergraduate students. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1519-1532.
- Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of educational psychology, 92(3), 544.
- Ranellucci, J., Hall, N. C., and Goetz, T. (2015). Achievement goals, emotions, learning, and performance: A process model. Motivation Science, 1(2), 98.
- Salmela-Aro, K., Mutanen, P., Koivisto, P., and Vuori, J. (2010). Adolescents' future education-related personal goals, concerns, and internal motivation during the
- Shariq, S. M., Mukhtar, U., and Anwar, S. (2019). Mediating and moderating impact of goal orientation and emotional intelligence on the relationship of knowledge oriented leadership and knowledge sharing. Journal of Knowledge Management.
- Sideridis, G. D. (2005). Goal Orientation, Academic Achievement, and Depression: Evidence in Favor of a Revised Goal Theory Framework. Journal of educational psychology, 97(3), 366.
- Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of educational psychology, 89(1), 71.
- Spinath, B., and Stiensmeier-Pelster, J. (2003). Goal orientation and achievement: The role of ability selfconcept and failure perception. Learning and Instruction, 13(4), 403-422.
- Tapola, A., and Niemivirta, M. (2008). The role of achievement goal orientations in students' perceptions of and preferences for classroom environment. British Journal of Educational Psychology, 78(2), 291-312.
- Tuominen-Soini, H., Salmela-Aro, K., and Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22(3), 290-305.
- VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and psychological measurement, 57(6), 995-1015.
- Wolters, C. A. (2004). Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement. Journal of educational psychology, 96(2), 236.
- Yasmin, M., and Sohail, A. (2018). A creative alliance between learner autonomy and english language learning: Pakistani university teachers' beliefs. Creativity Studies, 11(1), 1-9.
- Yudhistira, S. (2012). Goal oreintation, self-efeicacy, dan prestasi belajar santri pesantren persatuan Islam Tenggarong Garut.
- Ab Hamid, M., Mustafa, Z., Idris, F., Abdullah, M., and Mohd Suradi, N. (2011). Measuring value-based productivity: A Confirmatory Factor Analytic (CFA) approach. International Journal of Business and Social Science, 2(6), 85-93.
- Ameen, K. (2007). Issues of quality assurance (QA) in LIS higher education in Pakistan. Paper presented at the World Library and Information Congress
- Ames, C., and Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of educational psychology, 80(3), 260.
- Arshad, M., Zaidi, S. M. I. H., and Mahmood, K. (2015). Self-Esteem & Academic Performance among University Students. Journal of Education and Practice, 6(1), 156-162.
- Batool, S., Nadeem, A., and Asif, M. (2018). Managing Higher Education Quality Enhancement in Pakistan through Communication Skill to achieve International Opportunities. Journal of Managerial Sciences, 12(1).
- Chadwick, I. C., and Raver, J. L. (2015). Motivating organizations to learn: Goal orientation and its influence on organizational learning. Journal of management, 41(3), 957-986.
- Etnier, J. L., Sidman, C. L., Hancock, I., and Lee, C. (2004). An examination of goal orientation profiles and motivation in adult team sport. International Journal of Sport Psychology.
- Farhan, S., and Khan, I. (2015). Impact of stress, self-esteem and gender factor on students' academic achievement. International journal on new trends in education and their implications, 6(2), 143-156.
- Forsythe, A., and Jellicoe, M. (2018). Predicting gainful learning in Higher Education; a goal-orientation approach. Higher Education Pedagogies, 3(1), 103-117.
- Geiger, A. M. (2007). Goal Oreintation Among Students Identified with Specific Learning Disabilities. University of Wisconsin--La Crosse.
- Guthrie, J. T., and Humenick, N. M. (2004). Motivating students to read: Evidence for classroom practices that increase reading motivation and achievement.
- Hair, J., Black, W., Babin, B., Anderson, R., and Tatham, R. (2006). SEM: confirmatory factor analysis. Multivariate data analysis. Pearson Prentice Hall, Upper Saddle River, 770-842.
- Honicke, T., Broadbent, J., and Fuller-Tyszkiewicz, M. (2020). Learner self-efficacy, goal orientation, and academic achievement: exploring mediating and moderating relationships. Higher Education Research & Development, 39(4), 689-703.
- Johnson, L., Becker, S. A., Cummins, M., Estrada, V., Freeman, A., and Hall, C. (2016). NMC horizon report: 2016 higher education edition: The New Media Consortium.
- Kassaw, K., and Astatke, M. (2017). Gender, Academic Self-Efficacy, and Goal Orientation as Predictors of Academic Achievement. Global Journal of Human-Social Science Research.
- Kaur, A., Noman, M., and Awang-Hashim, R. (2018). The role of goal orientations in students' perceptions of classroom assessment in higher education. Assessment & Evaluation in Higher Education, 43(3), 461-472.
- Khan, M. A. (2014). Students' passion for grades in higher education institutions in Pakistan. Procedia-Social and Behavioral Sciences, 112, 702-709.
- Lau, K. L., and Lee, J. C. (2008). Validation of a Chinese achievement goal orientation questionnaire. British Journal of Educational Psychology, 78(2), 331-353.
- Lazarides, R., Buchholz, J., and Rubach, C. (2018). Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms. Teaching and Teacher Education, 69, 1-10.
- Lemos, M. S., and VerÃÂssimo, L. (2014). The relationships between intrinsic motivation, extrinsic motivation, and achievement, along elementary school. Procedia-Social and Behavioral Sciences, 112, 930-938.
- Mascret, N., Elliot, A. J., and Cury, F. (2015). Extending the 3× 2 achievement goal model to the sport domain: The 3× 2 Achievement Goal Questionnaire for Sport. Psychology of Sport and Exercise, 17, 7-14
- Meissel, K., and Rubieâ€ÂDavies, C. M. (2016). Cultural invariance of goal orientation and selfâ€Âefficacy in N ew Z ealand: Relations with achievement. British Journal of Educational Psychology, 86(1), 92-111.
- 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.
- Muenks, K., Yang, J. S., and Wigfield, A. (2018). Associations between grit, motivation, and achievement in high school students. Motivation Science, 4(2), 158.
- Ozdemir, B., Cakir, O., and Hussain, I. (2018). Prevalence of Nomophobia among university students: A comparative study of Pakistani and Turkish undergraduate students. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1519-1532.
- Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of educational psychology, 92(3), 544.
- Ranellucci, J., Hall, N. C., and Goetz, T. (2015). Achievement goals, emotions, learning, and performance: A process model. Motivation Science, 1(2), 98.
- Salmela-Aro, K., Mutanen, P., Koivisto, P., and Vuori, J. (2010). Adolescents' future education-related personal goals, concerns, and internal motivation during the
- Shariq, S. M., Mukhtar, U., and Anwar, S. (2019). Mediating and moderating impact of goal orientation and emotional intelligence on the relationship of knowledge oriented leadership and knowledge sharing. Journal of Knowledge Management.
- Sideridis, G. D. (2005). Goal Orientation, Academic Achievement, and Depression: Evidence in Favor of a Revised Goal Theory Framework. Journal of educational psychology, 97(3), 366.
- Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of educational psychology, 89(1), 71.
- Spinath, B., and Stiensmeier-Pelster, J. (2003). Goal orientation and achievement: The role of ability selfconcept and failure perception. Learning and Instruction, 13(4), 403-422.
- Tapola, A., and Niemivirta, M. (2008). The role of achievement goal orientations in students' perceptions of and preferences for classroom environment. British Journal of Educational Psychology, 78(2), 291-312.
- Tuominen-Soini, H., Salmela-Aro, K., and Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22(3), 290-305.
- VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and psychological measurement, 57(6), 995-1015.
- Wolters, C. A. (2004). Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement. Journal of educational psychology, 96(2), 236.
- Yasmin, M., and Sohail, A. (2018). A creative alliance between learner autonomy and english language learning: Pakistani university teachers' beliefs. Creativity Studies, 11(1), 1-9.
- Yudhistira, S. (2012). Goal oreintation, self-efeicacy, dan prestasi belajar santri pesantren persatuan Islam Tenggarong Garut.
Cite this article
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APA : Ahmad, I., Shah, M. A. u. H., & Saeed, M. (2020). Assessing Psychometrics of Goal Orientation Scale in Pakistani Context. Global Regional Review, V(I), 425-433. https://doi.org/10.31703/grr.2020(V-I).46
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CHICAGO : Ahmad, Iqbal, M. Anees ul Husnain Shah, and Muhammad Saeed. 2020. "Assessing Psychometrics of Goal Orientation Scale in Pakistani Context." Global Regional Review, V (I): 425-433 doi: 10.31703/grr.2020(V-I).46
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HARVARD : AHMAD, I., SHAH, M. A. U. H. & SAEED, M. 2020. Assessing Psychometrics of Goal Orientation Scale in Pakistani Context. Global Regional Review, V, 425-433.
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MHRA : Ahmad, Iqbal, M. Anees ul Husnain Shah, and Muhammad Saeed. 2020. "Assessing Psychometrics of Goal Orientation Scale in Pakistani Context." Global Regional Review, V: 425-433
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MLA : Ahmad, Iqbal, M. Anees ul Husnain Shah, and Muhammad Saeed. "Assessing Psychometrics of Goal Orientation Scale in Pakistani Context." Global Regional Review, V.I (2020): 425-433 Print.
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OXFORD : Ahmad, Iqbal, Shah, M. Anees ul Husnain, and Saeed, Muhammad (2020), "Assessing Psychometrics of Goal Orientation Scale in Pakistani Context", Global Regional Review, V (I), 425-433
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TURABIAN : Ahmad, Iqbal, M. Anees ul Husnain Shah, and Muhammad Saeed. "Assessing Psychometrics of Goal Orientation Scale in Pakistani Context." Global Regional Review V, no. I (2020): 425-433. https://doi.org/10.31703/grr.2020(V-I).46