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Kim YE, Yu SL, Wolters CA, Anderman EM. Academic, social, and well-being goals in the classroom: The dynamic interplay between multiple goals and self-regulatory processes. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.102018] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Goagoses N, Itenge H, Winschiers-Theophilus H, Koglin U. The influence of social achievement goals on academic engagement: a cross-sectional survey in a Namibian primary school. SOUTH AFRICAN JOURNAL OF PSYCHOLOGY 2020. [DOI: 10.1177/0081246320957291] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Achievement goal researchers have primarily focused on mastery and performance goals, while goals concerning the social reasons for wanting to achieve academically have only been minimally explored. The aim of the current study was to extend previous research, by investigating the influence of social achievement goals on different types of academic engagement. Namibian primary school students ( N = 117) answered questionnaires regarding their mastery, performance, and work avoidance achievement goals, their social achievement goals (i.e., affiliation, approval, concern, responsibility, status), and their academic engagement (i.e., behavioral, emotional, agentic). Hierarchical regression analyses, that controlled for the effects of mastery, performance, and work avoidance achievement goals, prior achievement, as well as grade-level, revealed that social achievement goals were able to account for a significant additional proportion of variance in engagement. Social status goals predicted behavioral engagement, while social concern goals predicted emotional and agentic engagement. Our findings indicate that social achievement goals are a distinct construct that can contribute to the current understanding of student motivation and academic engagement.
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Affiliation(s)
| | - Helvi Itenge
- Namibia University of Science and Technology, Namibia
| | | | - Ute Koglin
- Carl von Ossietzky University of Oldenburg, Germany
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Sorić I, Penezić Z, Burić I. The Big Five personality traits, goal orientations, and academic achievement. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.01.024] [Citation(s) in RCA: 51] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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A cross-cultural analysis of achievement and social goals among Chinese and Filipino students. SOCIAL PSYCHOLOGY OF EDUCATION 2014. [DOI: 10.1007/s11218-014-9251-0] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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