文章名称：The Development and Validation of the Goal Orientation and Learning Strategies Survey (GOALS-S)
文献引用：Dowson, Martin, & McInerney, Dennis M. (2004). The Development and Validation of the Goal Orientation and Learning Strategies Survey (GOALS-S). Educational and Psychological Measurement, Vol 64(2), 290-310. doi: https://dx.doi.org/10.1177/0013164403251335, © 2004 by SAGE Publications. Reproduced by Permission of SAGE Publications.
量表名称：Goal Orientations and Learning Strategies Survey
计分方式：A 5-point Likert-type scale is utilized for each item ranging from 1 (strongly disagree), 3 (not sure), to 5 (strongly agree).
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量表维度：
Goal Orienta,ons and Learning Strategies Survey GOALS-S
Construct (Goal or Strategy)
Mastery: WanCng to achieve to demonstrate understanding, academic competence, or improved performance relaCve to self-established standards.
Academic Goals
D2. I want to do well at school to show that I can learn new things.
D5. I want to do well at school to show that I can learn difficult schoolwork. D11. I try hard to understand my schoolwork.
D14. I work hard to understand new things at school.
D22. I work hard at school because I am interested in what I am learning. D24. I try hard at school because I am interested in my work.
Construct (Goal or Strategy)
Performance: WanCng to achieve to outperform other students, aQain certain grades/marks, or obtain tangible rewards associated with academic performance.
Academic Goals
D3. I want to do well in school because being beQer than others is important to me.
D6. I try to do well at school because I am only happy when I am one of the best in the class. D9. I want to learn things so that I can come near the top of the class.
D12. I want to learn things so that I can get good marks.
D15. When I do good schoolwork it’s because I am trying to be beQer than others.
D18. I want to do well in school so that I am one of the best in my class.
Construct (Goal or Strategy)
Work avoidance: WanCng to achieve with as liQle perceived effort as possible.
Academic Goals
D7. I choose easy opCons in school so that I don’t have to work too hard. D10. At school I want to do as liQle work as possible.
D13. If schoolwork is too hard for me I just don’t do it.
D16. I don’t ask quesCons in school even when I don’t understand the work. D19. I don’t do schoolwork if it looks too hard to learn.
D23. I want to do well at school, but only if the work is easy.
Construct (Goal or Strategy)
Social affilia8on: WanCng to achieve to enhance a sense of belonging to a group or groups and/or to build or maintain interpersonal relaConships.
Social Goals
C1. I want to do well at school so that I can feel close to my group of friends.
C6. When I want to do well at school it’s so that I can have a lot of friends.
C11. I try to understand my schoolwork so that I will feel part of my group of friends. C16. I try to do well at school so that I won’t feel le[ out if I don’t do well.
C20. I do good schoolwork so that other people will want to be friends with me. C26. I do my best at school so that my friends and I will be able to stay together.
Construct (Goal or Strategy)
Social approval: WanCng to achieve to gain the approval of peers, teachers, and/or parents.
Social Goals
C3. I want to do well at school so that I can get praise from my teachers.
C8. I do good work at school because I want to be recognized by my teachers. C12. I want to get praise from my teachers for good schoolwork.
C17. I try to do well at school to please my teachers.
C21. I want to do well in my schoolwork to please my parents.
C26. I do good work at school so that I can get praise from my parents.
Construct (Goal or Strategy)
Social concern: WanCng to achieve academically to be able to assist others in their academic or personal development.
Social Goals
C2. I try to do well at school so that I can I help my friends with their schoolwork when they need it. C7. I do my best at school so that I can give my friends help with their schoolwork.
C14. I want to do well at school so that I can help other students with their work.
C19. I do good schoolwork so that I can help other students do well at school.
C24. I do good schoolwork so that other people can learn things from me if they ask.
C28. When I want to do well at school it’s so that I can help other students.
Construct (Goal or Strategy)
Social responsibility: WanCng to achieve to maintain interpersonal commitments, meet social role obligaCons, or follow social and moral rules.
Social Goals
C5. I want to do good schoolwork because other people expect it of me.
C10. I want to do well at school to show that I am being a responsible student.
C15. When I do good schoolwork it’s to show that I am being a responsible student. C20. I want to do well at school so that I don’t get in any trouble.
C25. I avoid ge^ng into trouble at school by doing good schoolwork.
C30. I do good schoolwork so that I don’t have any trouble with my parents or teachers.
Construct (Goal or Strategy)
Social status: WanCng to achieve to aQain wealth and/or posiCon in school and/or later life.
Social Goals
C4. I do good schoolwork so that I can get a good job in the future.
C9. I try to do well at school so that I can get a good job when I leave school. C13. I do good schoolwork so that I can have a good future.
C18. I do well at school so that I can get a high-paying job later on.
C22. I do my best in school because I am trying to have a good future.
C27. I want to do well at school so that I can have lots of money later on.
Construct (Goal or Strategy)
Elabora8on: Making connecCons between present and previously learned informaCon—this may involve paraphrasing, generaCng analogies, and reviewing previous work.
CogniCve Strategies
B6. When learning things for school, I try to see how they fit together with other things I already know.
B16. When learning things for school, I o[en try to remember what I learnt in other classes about the same or similar things.
B22. I try to understand how the things I learn in school fit together with each other.
B28. I try to understand how what I learn in school is related to other things I know.
E2. I try to see the similariCes and differences between things I am learning for school and things I know already.
E3. I try to match what I already know with things I am trying to learn for school.
Construct (Goal or Strategy)
Organiza8on: SelecCng, sequencing, outlining, reordering, or summarizing important informaCon.
CogniCve Strategies
B5. I try to organize my school notes when I want to learn things for school.
B10. I reorganize my schoolwork so that I can understand it beQer.
B15. I organize what I have to do for school so that I can understand it beQer.
B17. I use summaries to help me organize and learn my schoolwork.
B23. When I want to learn things for school, I try to arrange them so that I can understand them beQer. E6. When I want to learn something for school, I make sure that I am organized.
Construct (Goal or Strategy)
Rehearsal: LisCng, memorizing, reciCng, and/or naming facts/items to be learned.
CogniCve Strategies
B2. When I want to learn things for school, I pracCce repeaCng them to myself. B8. When I want to learn things for school, I reread my notes.
B14. I try to memorize things I want to learn for school.
B20. I memorize the things I want to learn for school.
B26. I repeat things to myself when learning things for school.
B32. I reread my books when I want to learn things for school.
Construct (Goal or Strategy)
Monitoring: Involves self-checking for understanding, self-tesCng, and organizing reviews of learned material—implies systemaCc aQempt to evaluate the assimilaCon and organizaCon of learned material.
Meta-cogniCve Strategies
B12. I o[en ask myself quesCons to see if I understand what I am learning.
E8. I try to decide what parts of my schoolwork I don’t know as well as others. E10. I o[en check to see if I understand what I have read.
E30. I o[en try to decide what parts of my schoolwork I don’t know well.
E36. I check to see if I understand the things I am trying to learn.
E42. I try to make sure that I understand what I am learning.
Construct (Goal or Strategy)
Planning: Involves prioriCzing, Cme management, scheduling, se^ng realisCc goals, and arranging work environments appropriately—implies thoughdul preparaCon for compleCng work.
Meta-cogniCve Strategies
E4. I o[en look through books to see how they are arranged before I start reading.
E5. When I want to learn things for school I pick out the most important parts first.
E7. Before trying to learn things for school I try to decide what the most important parts of what I am trying to learn are.
E9. I o[en plan ahead so that I can do well in my schoolwork.
E11. I o[en try to decide first what are the most important parts of what I have to learn for school.
E14. I try to plan out my schoolwork as best I can.
Construct (Goal or Strategy)
Regula8ng: The strategies put in place to recCfy deficits idenCfied while monitoring—specific strategies include aQempCng different ways to learn material, seeking explanaCons from teachers, and idenCfying mistakes in reasoning.
Meta-cogniCve Strategies
E13. If I don’t understand my schoolwork, I ask the teacher to help me.
E18. If I am having trouble learning something at school, I ask for help.
E25. When I don’t understand something at school, I try to get someone to help me. E34. If I get confused about something at school, I go back and try to figure it out. E37. If I get confused about something at school, I try to work it out later.
E40. If I don’t understand something in school, I go back and try to learn it again.
