The Intertwined Nature of Adolescents' Social and Academic Lives: Social and Academic Goal Orientations

Autor/inn/en	Ben-Eliyahu, Adar; Linnenbrink-Garcia, Lisa; Putallaz, Martha
Titel	The Intertwined Nature of Adolescents' Social and Academic Lives: Social and Academic Goal Orientations
Quelle	In: Journal of Advanced Academics, 28 (2017) 1, S.66-93 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X16685307
Schlagwörter	Middle School Students; High School Students; Academically Gifted; Residential Programs; Summer Programs; Mastery Learning; Adolescents; Academic Aspiration; Social Behavior; Goal Orientation; Self Concept; Context Effect; Gender Differences; Academic Achievement; Student Responsibility; Friendship; Hypothesis Testing; Student Surveys; Student Evaluation; Correlation; Statistical Significance; Multiple Regression Analysis; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Sozialer Wohnungsbau; Sommerkurs; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Social behaviour; Soziales Verhalten; Zielorientierung; Zielvorstellung; Selbstkonzept; Geschlechterkonflikt; Schulleistung; Freundschaft; Hypothesenprüfung; Hypothesentest; Schülerbefragung; Schulnote; Studentische Bewertung; Korrelation
Abstract	The relations of academic and social goal orientations to academic and social behaviors and self-concept were investigated among academically talented adolescents (N = 1,218) attending a mastery-oriented academic residential summer program. Results supported context effects in that academic mastery goal orientations predicted academic (in-class engagement, scholastic self-concept) and general outcomes (global self-worth self-concept) more than any other goal orientation. There were also gender differences such that academic mastery goal orientations predicted course performance and responsible classroom behavior only for girls, whereas for boys, academic mastery goal orientations were positively related to close friendship self-concept. The relation of social goal orientations to social outcomes also varied by gender. For instance, social development goal orientations were uniquely associated with social self-concept for girls, whereas there were some unique patterns regarding social demonstration-avoidance goal orientations for boys. Theoretical and practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01