ERIC Number: EJ807882
Record Type: Journal
Publication Date: 2008
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0663
EISSN: N/A
An Exploration of Young Adolescents' Social Achievement Goals and Social Adjustment in Middle School
Ryan, Allison M.; Shim, S. Serena
Journal of Educational Psychology, v100 n3 p672-687 2008
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.)
Descriptors: 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
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
IES Cited: ED565617