2008/08/01 by Allison M. Ryan, S. Serena Shim, Sungok Serena Shim · 3 citations
Psychology · Social Sciences · #Education, Achievement, and Giftedness #Parental Involvement in Education #Early Childhood Education and Development
paper · doi:10.1037/0022-0663.100.3.672
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.