Strengthening School Connectedness to Increase Student Success
Category: Student Well-Being
PALS is used to investigate the relationship between a student's learning environment and their affect, motivation, and behavior. It consists of both a student scale and a teacher scale. The student scale investigates personal achievement goal orientations, perceptions of teacher goals, perceptions of the goal structures in the classroom, achievement related beliefs, and perceptions of parents and home life. The teacher scale investigates perceptions of goal structures in the school, goal-related approaches to instruction, and personal teaching efficacy. Subscore(s): Learning environments, Achievement beliefs
Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
American Institutes for Research® partnered with the Annenberg Institute at Brown University to collect instruments related to student well-being.
Eric Anderman
anderman.1@osu.edu (614) 292-9860
Hackel, T. S., Jones, M. H., Carbonneau, K. J., & Mueller, C. E. (2016). Re-examining achievement goal instrumentation: Convergent validity of AGQ and PALS. Contemporary Educational Psychology, 46, 73-80. https://doi.org/10.1016/j.cedpsych.2016.04.005
Ross, M. E., Shannon, D. M., Salisbury-Glennon, J. D., & Guarino, A. (2002). The patterns of adaptive learning survey: A comparison across grade levels. Educational and Psychological Measurement, 62(3), 483-497. https://doi.org/10.1177/00164402062003006
Ross, M. E., Blackburn, M., & Forbes, S. (2005). Reliability generalization of the patterns of adaptive learning survey goal orientation scales. Educational and Psychological Measurement, 65(3), 451-464. https://doi.org/10.1177/0013164404272496