ERIC Number: EJ1008172
Record Type: Journal
Publication Date: 2013-Jun
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0012-1649
EISSN: N/A
Social Goals, Social Behavior, and Social Status in Middle Childhood
Rodkin, Philip C.; Ryan, Allison M.; Jamison, Rhonda; Wilson, Travis
Developmental Psychology, v49 n6 p1139-1150 Jun 2013
This study examines motivational precursors of social status and the applicability of a dual-component model of social competence to middle childhood. Concurrent and longitudinal relationships between self-reported social goals (social development, demonstration-approach, demonstration-avoid goal orientations), teacher-rated prosocial and aggressive behavior, and peer nominations of social status (preference, popularity) were examined over the course of an academic year among 980 3rd- to 5th-grade children. Findings support dual-component expectations. Confirmatory factor analyses verified the expected 3-factor structure of social goals and 2-factor structure of social status. Structural equation modeling (SEM) found that (a) social development goals were associated with prosocial behavior and increased preference, and (b) demonstration-approach goals were associated with aggressive behavior and increased popularity. Demonstration-avoid goals were associated with a popularity decrease. SEMs were invariant across grade, gender, and ethnicity. Discussion concerns the potential risks of high social status, extensions to the dual-component model, and the generality of an achievement goal approach to child social development. (Contains 3 tables and 1 figure.)
Descriptors: Social Status, Prosocial Behavior, Aggression, Interpersonal Competence, Factor Structure, Social Development, Structural Equation Models, Peer Acceptance, Goal Orientation, Teacher Attitudes, Elementary School Students, Correlation, Gender Differences, Ethnicity
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A