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ERIC Number: EJ1001868
Record Type: Journal
Publication Date: 2013-Feb
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0959-4752
Classroom Goal Structures, Social Achievement Goals, and Adjustment in Middle School
Shim, Sungok Serena; Cho, YoonJung; Wang, Cen
Learning and Instruction, v23 p69-77 Feb 2013
The current study investigated the mediating role of social achievement goals in the relation between classroom goal structures and academic engagement and social adjustment among 373 middle school students (52.8% female). Students' perceptions of classroom goal structures were measured in Fall; social achievement goals and academic and social outcomes were measured in Spring. Structural equation modeling analysis confirmed that social achievement goals partially mediated the effects of perceived classroom goal structures on academic and social outcomes. Perceived classroom mastery goal structure predicted social development goals positively but social demonstration-approach goals negatively. Perceived classroom performance goal structure positively predicted social demonstration-approach and avoid goals. Subsequently, social development goals were related to adaptive outcomes (e.g., academic engagement and social satisfaction) while social demonstration-approach goals predicted negative outcomes (e.g., disruptive behaviors and social worry). Interestingly, social demonstration-avoid goals predicted high social worry but low disruptive behaviors. Theoretical and practical implications are discussed. (Contains 2 tables and 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A