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The achievement goal framework has undergone a number of evolutions over the pastthree decades. The 2x2 model of achievement goals [1,2] in particular, has beenresearched extensively, with a recent articulation and revision of measurements thatemphasize four different goal types. The focus of our study, similarly, involves a validationin structures of achievement goals, taking into consideration the importance of thedefinition and valence dimensions. We adapted Elliot and Murayama’s Achievement GoalQuestionnaire- revised (AGQ-R) [7] and administered this adaptation to a cohort ofuniversity students (N=210). A number of a priori models were hypothesized and tested,using confirmatory factor analysis (CFA) procedures, to determine and ascertain a bestrepresentation of achievement goals. First and second-order factor testing, especially theuse of multiple-indicator correlated trait-correlated method (MI CT-CM) yielded evidencethat supports the dimensional structure of achievement goals. The obtained evidenceillustrates the different types of achievement goals that Saudi university students adopt intheir learning. In particular, contributing to the study of theoretical tenets pertaining toachievement goals in educational contexts, there is some credence from our CFAs tovalidate and support the 2x2 model

An Empirical Validation of Achievement Goals: A 2x2 Framework Study within the Context of Saudi University Learning