An exploration of young adolescents' social achievement goals and social adjustment in middle school

• Autores: Allison M. Ryan, S. Serena Shim
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 3, 2008, págs. 672-687
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 5 Citas
• Resumen

  • Two studies investigated the proposition that social achievement goals (different orientations toward social competence) are an important aspect of young adolescents' social motivation. Study 1 (N=153 6th-grade students) established that different orientations toward developing or demonstrating social competence can be seen in young adolescents' responses to open-ended questions about their social goals and social competence. Study 2 (N=217 6th-grade students) evaluated a new survey measure of social achievement goals for young adolescents. Exploratory factor analyses indicated a 3-factor model (social development, demonstration-approach, and demonstration-avoid goals). Different social achievement goals were associated with distinct patterns of subsequent self- and teacher-reported social adjustment (prosocial, aggressive, and anxious solitary behaviors, as well as social worry, best-friend quality, and perceived popularity). Effects for social achievement goals were independent of perceived social competence and gender.