An Exploration of Young Adolescents' Social Achievement Goals and Social Adjustment in Middle School

Autor/inn/en	Ryan, Allison M.; Shim, S. Serena
Titel	An Exploration of Young Adolescents' Social Achievement Goals and Social Adjustment in Middle School
Quelle	In: Journal of Educational Psychology, 100 (2008) 3, S.672-687 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/0022-0663.100.3.672
Schlagwörter	Early Adolescents; Social Adjustment; Social Development; Interpersonal Competence; Middle School Students; Student Adjustment; Achievement; Prosocial Behavior; Aggression; Anxiety; Peer Relationship; Friendship; Peer Acceptance; Gender Differences; Self Concept; Grade 6; Goal Orientation + Suchen Sie Ihr Suchwort? Soziale Anpassung; Soziale Entwicklung; Interpersonale Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Adjustment; Studentin; Adaptation; Performance; Leistung; Angst; Peer-Beziehungen; Freundschaft; Geschlechterkonflikt; Selbstkonzept; School year 06; 6. Schuljahr; Schuljahr 06; Zielorientierung; Zielvorstellung
Abstract	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. (Contains 6 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10