Classroom goal structures, social achievement goals, and adjustment in middle school

2013 ◽  
Vol 23 ◽  
pp. 69-77 ◽  
Author(s):  
Sungok Serena Shim ◽  
YoonJung Cho ◽  
Cen Wang
Keyword(s):  
Middle School ◽  
Achievement Goals ◽  
Goal Structures ◽  
Social Achievement

scholarly journals The Effects of Social Achievement Goals on Social Withdrawal in Middle School Students: The Mediating Effect of Self-Efficacy

2021 ◽  
Vol 42 (4) ◽  
pp. 491-504
Author(s):  
Ye Rim Kim ◽  
Ju Hee Park
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Social Withdrawal ◽  
Social Performance ◽  
School Students ◽  
Mastery Goal ◽  
The Social ◽  
Social Achievement

Objectives: The purpose of this study was to examine the mediating effect of self-efficacy in the relationship between social achievement goals (mastery goal, performance-approach goal, and performance-avoid goal) and social withdrawal among middle school students.Methods: The participants in this study were 325 middle school students, ranging from first to third grade from seven middle schools. The data were analyzed using descriptive statistics and Pearson’s correlation coefficients were calculated. Structural Equation Modeling (SEM) was also used to investigate the mediating model.Results: The results of this study were as follows. First, the level of the social mastery goal and social performance-approach goal decreased students’ social withdrawal, and the level of the social performance-avoid goal increased it. Second, the level of the social mastery goal increased self-efficacy, whereas the level of social performance-avoid goal decreased it. The level of self-efficacy had a significantly negative influence on middle school students’ social withdrawal. Further, the level of self-efficacy partially mediated the relationship between the social mastery goal and social withdrawal, and between the social performance-avoid goal and social withdrawal.Conclusion: In conclusion, the higher the level of social mastery goal, the higher the level of self-efficacy, and the lower the level of social performance-avoid goal, the higher the level of self-efficacy, and, consequently, the lower the level of social withdrawal. These outcomes suggest that it would be helpful to change the type of social achievement goals and that improving the level of self-efficacy of middle school students would contribute to reducing their social withdrawal.

Classroom Goal Structures, Social Achievement Goals, and Social Adjustment During Adolescence

2011 ◽  
Author(s):  
Sungok Serena Shim ◽  
Cen Wang ◽  
Xiaopeng Gong ◽  
Marjurie Ribeiro ◽  
Sooyoung Kim
Keyword(s):  
Social Adjustment ◽  
Achievement Goals ◽  
Goal Structures ◽  
Social Achievement

Social Achievement Goals Scale

2018 ◽  
Author(s):  
Ryo Kainuma ◽  
Sakurai Shigeo
Keyword(s):  
Achievement Goals ◽  
Social Achievement

Approach-Avoidance Motivational Profiles in Early Adolescents to the PACER Fitness Test

2009 ◽  
Vol 28 (4) ◽  
pp. 400-421 ◽  
Author(s):  
Alex Garn ◽  
Haichun Sun
Keyword(s):  
Middle School ◽  
Test Performance ◽  
Achievement Goals ◽  
Early Adolescents ◽  
Social Goals ◽  
Fitness Testing ◽  
School Students ◽  
Approach Avoidance ◽  
The Cross ◽  
Cross Fertilization

The use of fitness testing is a practical means for measuring components of health-related fitness, but there is currently substantial debate over the motivating effects of these tests. Therefore, the purpose of this study was to examine the cross-fertilization of achievement and friendship goal profiles for early adolescents involved in the Progressive Aerobic Cardiovascular Endurance Run (PACER). Participants were 214 middle school students who reported their achievement goals, social goals, and preparation effort toward a PACER test. Performance was also examined. Confirmatory factor analysis supported the six-factor approach–avoidance model. Cluster analysis highlighted three distinct profiles. The high-goals profile group reported significantly higher amounts of effort put forth in preparation for the PACER test. Our findings suggest that the cross-fertilization of approach and avoidance achievement and social goals can provide important information about effort and performance on fitness testing in middle school physical education.

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