Adapting And Validating A Need For Achievement Scale For Cooperative Efl Writing Contexts
Keywords:
Cooperative Learning, EFL Writing, Exploratory Factor Analysis, Motivation, Need for Achievement (nAch), Psychometrics, Scale ValidationAbstract
The Need for Achievement (nAch), a key motivational variable in psychology, has received limited attention in the field of foreign language learning (FLL) due to a lack of measures specific to the area. This study reports the development and validation of a measure of nAch focused on the context of English as a Foreign Language (EFL) writing, specifically within cooperative learning (CL) activities. The measure was developed and adapted based on established theories of nAch and scale development through a multi-step validation ring process. The first step involved producing an initial item pool and seeking input from experts (n = 5) to establish content validity, which yielded excellent results (Scale-Content Validity Index/Average = 1.00). Next, a pilot study (n = 25) was conducted which revealed a clear five-factor model (striving for excellence, persistence & effort, preference for challenges, feedback responsiveness, and cooperative motivation) through Exploratory Factor Analyses (EFA), and good internal consistency (Cronbach’s α = 0.82). The newly revised questionnaire was placed in the field with a final sample of 70 third year English as a Foreign Language (EFL) students at an Algerian university. Results of Exploratory Factor Analysis (EFA) indicated a strong fit for the five-factor model, which also showed excellent reliability and validity. The resulting final 25-item measure demonstrated strong reliability (α = 0.89). Findings provide strong evidence for the reliability and validity of the measure. This scale fills major methodological gap of providing researchers and educators with domain specific scale measure of achievement motivation in collaborative EFL writing pedagogy, which provides researchers the ability to conduct more exploratory studies and educators a strong rationale for instructional intervention.
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