Contextual Achievement Motivation in Georgia Validation of a Four-Domain Measure

Abstract

The purpose of the study was to adapt and validate the Contextual Achievement Motivation Measure (CAMM) in Georgian culture and language. The sample included 319 participants (106 teachers, 33.2%; 188 college students, 58.9%; 25 others, 7.8%) from Tbilisi, Georgia, with a majority of women (70.5%, n=225) and men (29.5%, n=94). The mean age was 31.99 years (SD = 14.04, range 17-70). Confirmatory factor analysis supported a four-factor structure (school, work, family, community) with acceptable fit after minor modifications (χ²/df = 3.21, CFI = .91, RMSEA = .080, SRMR = .06). Teachers scored significantly higher than students (d = 0.54), supporting known-groups validity evidence. The findings highlight the importance of cultural adaptation for psychometric validity and underscore the contextual nature of achievement motivation in Georgian educational settings. This adaptation not only ensures cultural validity but also provides educators and counselors in Georgia with a practical tool for designing interventions that align with local values and contexts.

Keywords

• Contextual achievement motivation
• confirmatory factor analysis
• Georgian culture
• psychometrics
• validation

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