For decades, achievement goal theory has been extensively used, but empirical research still requires a clearer understanding of the underlying factors conceptualized and measured during secondary school periods. In light of the increasing use of longitudinal studies in motivation research, this study aims to investigate the longitudinal measurement invariance of the Achievement Goal Questionnaire (AGQ) with the longitudinal panel data of 5071 adolescents. Findings support the consistent use of the 2×2 model across eighth to eleventh grades, although inter-factor correlations were inflated at eleventh grade. Partial strict longitudinal measurement invariance was supported for testing equivalence between the tenth and eleventh grades. Regarding the relations to other variables, the four individual factors of achievement goals have distinct properties in relation to other variables as theoretically hypothesized; and the patterns of the relationship were stable from eighth to eleventh grades.

几十年来，成就目标理论已被广泛使用，但实证研究仍然需要更清楚地了解中学时期概念化和衡量的潜在因素。鉴于纵向研究在动机研究中的应用越来越多，本研究旨在通过 5071 名青少年的纵向面板数据调查成就目标问卷 (AGQ) 的纵向测量不变性。研究结果支持 2×2 模型在 8 至 11 年级的一致性使用，尽管因素间相关性在 11 年级被夸大了。支持部分严格的纵向测量不变性用于测试十年级和十一年级之间的等效性。关于与其他变量的关系，与理论上假设的其他变量相比，成就目标的四个单独因素具有不同的属性；从八年级到十一年级，这种关系的模式是稳定的。