scholarly journals Early Adolescents’ Social Achievement Goals and Perceived Relational Support: Their Additive and Interactive Effects on Social Behavior

2021 ◽  
Vol 12 ◽  
Author(s):  
Huiyoung Shin
Keyword(s):  
Social Behavior ◽  
Relational Aggression ◽  
Achievement Goals ◽  
Early Adolescents ◽  
Social Goals ◽  
Interactive Effects ◽  
Relational Support ◽  
Social Achievement ◽  
Approach Goals ◽  
Solitary Behavior

The current study examined the additive and interactive effects of early adolescents’ social achievement goals and perceived relational support from teachers and peers on their social behavior. Adolescents’ social achievement goals (i.e., social development, social demonstration-approach, and social demonstration-avoidance), perceived relational support from teachers and peers, and social behavior (i.e., overt and relational aggression, prosocial behavior, and anxious solitary behavior) were assessed in a sample of fifth and sixth graders (Mage = 12.5; N = 677) nested within 26 classrooms. Multilevel modeling results indicated that social goals and relational support from teachers and peers made additive contributions to adolescents’ social behavior. Results also indicated the evidence of interactive effects, such that relational support from teachers was negatively associated with overt and relational aggression primarily among adolescents who had high social demonstration-approach goals. Findings underscore the need to consider adolescents’ social goals in conjunction with their perceived relational support for educators and practitioners.

Approach-Avoidance Motivational Profiles in Early Adolescents to the PACER Fitness Test

2009 ◽  
Vol 28 (4) ◽  
pp. 400-421 ◽  
Author(s):  
Alex Garn ◽  
Haichun Sun
Keyword(s):  
Middle School ◽  
Test Performance ◽  
Achievement Goals ◽  
Early Adolescents ◽  
Social Goals ◽  
Fitness Testing ◽  
School Students ◽  
Approach Avoidance ◽  
The Cross ◽  
Cross Fertilization

The use of fitness testing is a practical means for measuring components of health-related fitness, but there is currently substantial debate over the motivating effects of these tests. Therefore, the purpose of this study was to examine the cross-fertilization of achievement and friendship goal profiles for early adolescents involved in the Progressive Aerobic Cardiovascular Endurance Run (PACER). Participants were 214 middle school students who reported their achievement goals, social goals, and preparation effort toward a PACER test. Performance was also examined. Confirmatory factor analysis supported the six-factor approach–avoidance model. Cluster analysis highlighted three distinct profiles. The high-goals profile group reported significantly higher amounts of effort put forth in preparation for the PACER test. Our findings suggest that the cross-fertilization of approach and avoidance achievement and social goals can provide important information about effort and performance on fitness testing in middle school physical education.

Achievement Goals, Social Goals, and Students’ Reported Persistence and Effort in High School Physical Education

2006 ◽  
Vol 25 (1) ◽  
pp. 58-74 ◽  
Author(s):  
Jianmin Guan ◽  
Ping Xiang ◽  
Ron McBride ◽  
April Bruene
Keyword(s):  
High School ◽  
Physical Education ◽  
Achievement Goals ◽  
Social Goals ◽  
High School Physical Education ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Relationship

This study examined the relationship between achievement goals and social goals and explored how students’ achievement goals and social goals might affect their reported persistence and effort expended toward physical education in high school settings. Participants were 544 students from two high schools in the southwest U.S. Multiple regression analysis revealed that social responsibility goals represented the greatest contributor to students’ expenditure of persistence and effort toward physical education. This was followed by mastery-approach goals, mastery-avoidance goals, and performance-approach goals. In addition, girls reported significantly higher values on both social-relationship goals and responsibility goals than did boys. Findings revealed that students had multiple goals for wanting to succeed in physical education; using both achievement goals and social goals when studying student motivation and achievement in high school physical education settings is recommend.

Junior high school students’ achievement goals, social goals, and self-reported persistence in physical education settings

2019 ◽  
Vol 26 (1) ◽  
pp. 218-230 ◽  
Author(s):  
Jianmin Guan ◽  
Ping Xiang ◽  
Xiaofen D Keating ◽  
William M Land
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Achievement Goals ◽  
Junior High ◽  
Social Goals ◽  
School Students ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals

This study utilized a 2 × 2 achievement goal model to explore a relationship between achievement goals and social goals, and how these goals are associated with junior high school students’ self-reported persistence toward physical activities. A total of 246 students from four junior high schools participated in the study. The results revealed that mastery-approach goals, social responsibility goals, and performance-approach goals were significantly positive predictors of persistence, whereas mastery-avoidance goals, performance-avoidance goals, and social relationship goals were not significant predictors of persistence. Additionally, girls scored significantly higher values on social relationship, social responsibility, and mastery-avoidance goals than boys, whereas boys reported significantly higher values on performance-approach goals than girls. Findings provide empirical support to the view that both achievement goals and social goals should be used to examine student motivation and achievement in junior high school physical education settings while considering gender differences.

Depressive Symptoms and Achievement Goals: Parental Rejection as a Moderator

2019 ◽  
Vol 40 (9) ◽  
pp. 1369-1396 ◽  
Author(s):  
Cornelia Măirean ◽  
Loredana R. Diaconu-Gherasim
Keyword(s):  
Depressive Symptoms ◽  
Achievement Goals ◽  
Early Adolescents ◽  
Parental Rejection ◽  
Mastery Goals ◽  
Future Studies ◽  
Maternal Rejection ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

This present study investigated the longitudinal relations between depressive symptoms and achievement goals and whether maternal and paternal rejection moderated these relations. A sample of 436 early adolescents ([Formula: see text]age = 13.19, 58.33% girls) filled in scales measuring the depressive symptoms (Time 1), parental rejection (Time 2; 1 year later), and achievement goals (Time 2). Early adolescents’ depressive symptoms were positively related to performance-avoidance goals and negatively related to mastery and performance-approach goals. Furthermore, the father’s rejection was positively related to the adolescents’ performance-avoidance and negatively related to mastery goals, whereas maternal rejection was not related to achievement goals. Finally, maternal rejection moderated the association between depressive symptoms and performance-avoidance goals 1 year later. The implications of these results for future studies and educational practices are discussed.

Succeeding at Sales by Avoiding Failure: Social Achievement Goals in a Collectivist Cultural Context

2014 ◽  
Vol 1 (2) ◽  
pp. 135-151
Author(s):  
Shamala Kumar ◽  
Hasini Gunawardana
Keyword(s):  
Achievement Goals ◽  
Cultural Context ◽  
Past Research ◽  
Sales Performance ◽  
Social Goals ◽  
Large Organization ◽  
Work Settings ◽  
Social Achievement ◽  
And Performance ◽  
Performance Results

Social achievement goals are introduced as useful in understanding the motivation of sales people. Further, although past research has indicated that avoidance based achievement goals are maladaptive, recent evidence suggests they are less harmful or may even be helpful in collectivist cultural contexts. Yet, this research has not been extended to work settings. The study tests the validity of social goals and the nature of avoidance based goals in predicting sales outcomes in Sri Lanka. Salespeople in a large organization were surveyed to examine their motivational goals and performance. Results indicated that social achievement goals were predictive of performance and that avoidance based social achievement goals were positively related or unrelated to sales performance. The findings highlight social achievement goals as useful to understanding the behaviour and motivation of salespeople and suggest that regional variations in culture may require motivational programmes that are very different in nature.

scholarly journals The Achievement Pride Scales (APS)

2018 ◽  
Vol 34 (3) ◽  
pp. 181-192 ◽  
Author(s):  
Vanessa L. Buechner ◽  
Reinhard Pekrun ◽  
Stephanie Lichtenfeld
Keyword(s):  
Social Comparison ◽  
Achievement Goals ◽  
Internal Validity ◽  
Frames Of Reference ◽  
Future Research ◽  
Achievement Values ◽  
Social Achievement ◽  
Individual Achievement ◽  
Approach Goals ◽  
Achievement Emotion

Abstract. A growing body of research focuses on the self-conscious achievement emotion pride. However, studies investigating the relations of different types of achievement pride with individual antecedents, such as frames of reference, achievement goals, and achievement values, are largely lacking. This work describes a theoretical model designed to extend and clarify the study of achievement pride and introduces the Achievement Pride Scales (APS), which assess two types of pride, namely self-based pride and social comparison-based pride. The results document the reliability and internal validity of the scales. External validity is demonstrated in terms of relations with students’ frames of reference, achievement goals, and values. More specifically, whereas self-based pride was positively related to individual frames of reference and individual achievement values, social comparison-based pride was positively related to social frames of reference, performance-approach goals, and social achievement values. Implications for future research on achievement pride are discussed.

scholarly journals Gendered Pathways to Bullying via Social Achievement Goals – Mediating Effects of Sense of Belonging and Non-inclusive Group Norms

2019 ◽  
Author(s):  
Lisa Bardach ◽  
Daniel Graf ◽  
Takuya Yanagida ◽  
Marlene Kollmayer ◽  
Marko Lüftenegger
Keyword(s):  
Social Development ◽  
Achievement Goals ◽  
Sense Of Belonging ◽  
Group Norms ◽  
Bullying Perpetration ◽  
Specific Effects ◽  
Social Achievement ◽  
Development Goals ◽  
Approach Goals ◽  
Gender Specific

This study investigated the gender-specific effects of social achievement goals - i.e., social development goals, social demonstration approach goals, and social demonstration avoid goals - on bullying perpetration in a sample of 788 adolescents (53.3% girls), taking into account the mediating role of sense of belonging and non-inclusive group norms. Two-group structural equation modeling results indicated that social demonstration approach goals positively predicted bullying perpetration for both genders. For girls, higher social development goals and for boys, higher social avoidance goals decreased bullying perpetration. Gender-specific effects of belonging and non-inclusive group norms on bullying perpetration occurred. For boys, non-inclusive group norms mediated the relation between all social achievement goals and bullying perpetration. Implications for future research and (gender- sensitive) bullying interventions are discussed.

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