Academic and Social Achievement Goals: Their Additive, Interactive, and Specialized Effects on School Functioning

Autor/in	Liem, Gregory Arief D.
Titel	Academic and Social Achievement Goals: Their Additive, Interactive, and Specialized Effects on School Functioning
Quelle	In: British Journal of Educational Psychology, 86 (2016) 1, S.37-56 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12085
Schlagwörter	Objectives; High School Students; Academic Achievement; Peer Relationship; Psychological Patterns; Cooperative Learning; Competition; Social Development; Academic Persistence; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Goal definition; Zielsetzung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Peer-Beziehungen; Kooperatives Lernen; Wettkampf; Soziale Entwicklung; Ausland; Indonesien
Abstract	Background: Students' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Aims: Guided by multiple-goal perspectives, this study examined the role of academic and social achievement goals in outcome variables relevant to academic (achievement, effort/persistence), social (peer relationship satisfaction, loneliness), and socio-academic (cooperative learning, competitive learning, socially regulated, and self-regulated learning) functioning. Sample: A total of 356 Indonesian high-school students (mean age = 16 years; 36% girls) participated in the study. Methods: A self-report survey comprising items drawn from pre-existing instruments was administered to measure distinct dimensions of achievement goals and outcomes under focus. Regression analysis was performed to examine additive, interactive, and specialized effects of achievement goals on outcomes. Results: Aligned with the hierarchical model of goal relationships (Wentzel, 2000, "Contemp. Educ. Psychol.," 25, 105), academic and social achievement goals bore additive effects on most outcomes. Findings also revealed a specialized effect on academic achievement and notable interactive effects on cooperative learning. In general, mastery-approach and performance-approach goals were more adaptive than their avoidance counterparts. The effects of social development goals were positive, whereas those of social demonstration-approach goals were mixed. Contrary to prior findings, social demonstration-avoidance goals did not appear to be inimical for school functioning. Conclusions: Findings underscore the importance of both academic and social achievement goals in day-to-day school functioning and the need to consider the meaning of goals and the coordination of multiple goals from cultural lenses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01