An Exploration of Young Adolescents' Social Achievement Goals and Social Adjustment in Middle School

Journal of Educational Psychology

Volumn 100, Issue 3, 2008, Pages 672-687

  Ryan, Allison M ^a   Shim, S Serena ^b  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

^b NORTHERN ARIZONA UNIVERSITY   (United States)

Author keywords

motivation; peers; social adjustment

Indexed keywords

EID: 50849117205     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.100.3.672     Document Type: Article

References (71)

1. Achenbach T.M., McConaughtly S.H., and Howell C.T. Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin 101 (1987) 213-232
2. Aiken L.S., and West S.G. Multiple regression: Testing and interpreting interactions (1991), Sage, Thousand Oaks, CA
3. Anderman L.H. Classroom goal orientation, school belonging and social goals as predictors of students' positive and negative affect following the transition to middle school. Journal of Research & Development in Education 32 (1999) 89-103
4. Barron K.E., and Harackiewicz J.M. Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology 80 (2001) 706-722
5. Bouffard T., Boisvet J., Vezeau C., and Larouche C. The impact of goal orientation on self-regulation and performance among college students. British Journal of Educational Psychology 65 (1995) 317-329
6. Cairns R.B., Leung M.-C., Gest S.D., and Cairns B.D. A brief method for assessing social development: Structure, reliability, stability, and developmental validity of the Interpersonal Competence Scale. Behavioral Research and Therapy 33 (1995) 725-736
7. Cassidy J., and Asher S.R. Loneliness and peer relations in young children. Child Development 63 (1992) 350-365
8. Chung T., and Asher S. Children's goals and strategies in peer conflict situations. Merrill Palmer Quarterly 42 (1996) 125-147
9. Cillessen A.H.N., and Mayeux L. From censure to reinforcement: Developmental changes in the associations between aggression and social status. Child Development 75 (2004) 147-163
10. Cillessen A.H.N., and Rose A.J. Understanding popularity in the peer system. Current Directions in Psychological Science 14 (2005) 102-105
11. Cohen J. A coefficient of agreement for nominal scales. Educational and Psychological Measurement 20 (1960) 37-46
12. Crick N.R. The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children's future social adjustment. Child Development 67 (1996) 2317-2327
13. Duda J.L., and Nicholls J.G. Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology 84 (1992) 290-299
14. Dweck C.S. Motivational processes affecting learning. American Psychologist 41 (1986) 1040-1048
15. Dweck C.S., and Leggett E.L. A social-cognitive approach to motivation and personality. Psychological Review 95 (1988) 256-272
16. Eccles J. Schools, achievement motivation and stage-environment fit. In: Lerner R.M., and Steinberg L. (Eds). Handbook of adolescent psychology (2004), Wiley, New York 125-154
17. Eder D. The cycle of popularity: Interpersonal relations among female adolescents. Sociology of Education 58 (1985) 154-165
18. Eisenberg N., and Morris A.S. Moral cognitions and prosocial responding in adolescence. In: Lerner R.M., and Steinberg L. (Eds). Handbook of adolescent psychology (2004), Wiley, New York 155-188
19. Elkind D. Egocentrism in adolescence. Child Development 38 (1967) 1025-1034
20. Elliot A.J. A conceptual history of the achievement goal construct. In: Elliot A.J., and Dweck C. (Eds). Handbook of competence and motivation (2005), Guilford Press, New York 52-72
21. Elliot A.J., and Church M.A. A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology 72 (1997) 218-232
22. Elliot A.J., and Dweck C. Handbook of competence and motivation (2005), Guilford Press, New York
23. Elliot A.J., Gable S.L., and Mapes R.R. Approach and avoidance motivation in the social domain. Personality and Social Psychology Bulletin 32 (2006) 378-391
24. Elliot A.J., and McGregor H.A. A 2 × 2 achievement goal framework. Journal of Educational Psychology 80 (2001) 501-519
25. Elliott E.S., and Dweck C.S. Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology 54 (1988) 5-12
26. Erdley C.A., and Asher S.R. Children's social goals and self-efficacy perceptions as influences on their responses to ambiguous provocation. Child Development 67 (1996) 1329-1344
27. Erdley C.A., Cain K.M., Loomis C.C., Dumas-Hines F., and Dweck C. Relations among children's social goals, implicit personality theories, and responses to social failure. Developmental Psychology 33 (1997) 263-272
28. Ford M. Social cognition and social competence in adolescence. Developmental Psychology 18 (1982) 323-340
29. Ford M.E. Motivating humans: Goals, emotions, and personal agency beliefs (1992), Sage, Newbury Park, CA
30. Gazelle H., and Ladd G.W. Anxious solitude and peer exclusion: A diathesis- stress model of internalizing trajectories in childhood. Child Development 74 (2003) 257-278
31. Gazelle H., and Rudolph K.D. Moving toward and away from the world: Social approach and avoidance trajectories in anxious solitary youth. Child Development 75 (2004) 829-849
32. Grant H., and Dweck C. Clarifying achievement goals and their impact. Journal of Personality and Social Psychology 85 (2003) 541-553
33. Harackiewicz J.M., and Elliot A.J. Achievement goals and intrinsic motivation. Journal of Personality and Social Psychology 65 (1993) 904-915
34. Harter S. The perceived competence scale for children. Child Development 53 (1982) 87-97
35. Hawley P.H. Prosocial and coercive configurations of resource control in early adolescence: A case for the well-adapted Machiavellian. Merrill Palmer Quarterly 49 (2003) 279-309
36. Horst S.J., Finney S.J., and Barron K.E. Moving beyond academic achievement measures: A study of social achievement goals. Contemporary Educational Psychology 32 (2007) 667-698
37. Jarvinan D.W., and Nicholls J.G. Adolescents' social goals, beliefs about the causes of social success, and satisfaction in peer relations. Developmental Psychology 32 (1996) 435-441
38. Juvonen J., Le V., Kaganoff T., Augustine C., and Constant L. Focus on the wonder years: Challenges facing the American middle school (2004), Rand, Santa Monica, CA
39. Kaplan A., Gheen M., and Midgley C. Classroom goal structure and student disruptive behaviour. British Journal of Educational Psychology 72 (2002) 191-212
40. Keating D.P. Cognitive and brain development. In: Lerner R.M., and Steinberg L. (Eds). Handbook of adolescent psychology (2004), Wiley, New York 45-84
41. Ladd G.W., and Price J.M. Promoting children's cognitive and social competence: The relation between parents' perceptions of task difficulty and children's perceived and actual competence. Child Development 57 (1986) 446-460
42. LaFontana K.M., and Cillessen A.H.N. Children's perceptions of popular and unpopular peers: A multimethod assessment. Developmental Psychology 38 (2002) 635-647
43. Lord S., Eccles J.S., and McCarthy K. Risk and protective factors in the transition to junior high school students. Journal of Early Adolescence 14 (1994) 162-199
44. McAdams D.P. Motivation and friendship. In: Duck S., and Perlman D. (Eds). Understanding personal relationships: An interdisciplinary approach (1987), Sage Publications, Thousand Oaks, CA 85-105
45. Middleton M., and Midgley C. Avoiding the demonstration of the lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology 89 (1997) 710-718
46. Midgley C., Kaplan A., and Middleton M. Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?. Journal of Educational Psychology 93 (2001) 77-86
47. Newcomb A., and Bagwell C. Children's friendship relations: A meta-analytic review. Psychological Review 117 (1995) 306-347
48. O'Brien S.F., and Bierman K.L. Conceptions and perceived influence of peer groups: Interviews with adolescents and preadolescents. Child Development 59 (1988) 1360-1365
49. Ojanen T., Gronroos M., and Salmivalli C. An interpersonal circumplex model of children's social goals: Links with peer-reported behavior and sociometric status. Developmental Psychology 41 (2005) 699-710
50. Parker J.G., and Asher S.R. Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology 29 (1993) 611-621
51. Parkhurst J.T., and Hopmeyer A.G. Sociometric popularity and peer perceived popularity: Two distinct dimensions of peer status. Journal of Early Adolescence 18 (1998) 125-144
52. Pintrich P.R. An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology 25 (2000) 92-104
53. Robins R.W., and Pals J.L. Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity 1 (2002) 313-336
54. Rodkin P.C., Farmer T.W., Pearl R., and Van Acker R. Heterogeneity of popular boys: Antisocial and prosocial configurations. Developmental Psychology 36 (2000) 14-24
55. Rose A.J. Co-rumination in the friendships of girls and boys. Child Development 73 (2002) 1830-1843
56. Rose A., and Asher S. Children's goals and strategies in response to conflicts within a friendship. Developmental Psychology 36 (1999) 69-79
57. Rose A.J., Swenson L.P., and Waller E.M. Overt and relational aggression and perceived popularity: Developmental differences in current and prospective relations. Developmental Psychology 40 (2004) 378-387
58. Ruble D.N., Boggianno A.K., Feldman N.S., and Loebl J.H. Developmental analysis of the role of social comparison in self-evaluation. Developmental Psychology 16 (1980) 105-115
59. Rudolph K.D., Caldwell M.S., and Conley C.S. Need for approval and children's well-being. Child Development 76 (2005) 309-323
60. Ryan A.M., Patrick H., and Shim S.O. Differential profiles of students identified by their teacher as having avoidant, appropriate or dependent help-seeking tendencies in the classroom. Journal of Educational Psychology 97 (2005) 275-285
61. Ryan A.M., and Shim S.S. Social achievement goals: The nature and consequences of different orientations toward social competence. Personality and Social Psychology Bulletin 32 (2006) 1246-1263
62. Savin-Williams R.C., and Berndt T.J. Friendship and peer relations. In: Feldman S.S., and Elliott G.R. (Eds). At the threshold: The developing adolescent (1990), Harvard University Press, Cambridge, MA 277-307
63. Selman R. The growth of interpersonal understanding: Developmental and clinical analyses (1980), Academic Press, New York
64. Simmons R., Rosenberg F., and Rosenberg M. Disturbance in the self-image at adolescence. American Sociological Review 38 (1973) 553-568
65. Skaalvik E.M. Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology 89 (1997) 71-81
66. Smiley P.A., and Dweck C.S. Individual differences in achievement goals among young children. Child Development 65 (1994) 1723-1743
67. Urdan T.C. Examining the relations among early adolescent students' goals and friends' orientation toward effort and achievement in school. Contemporary Educational Psychology 22 (1997) 165-191
68. Wentzel K. What is it that I'm trying to achieve? Classroom goals from a content perspective. Contemporary Educational Psychology 25 (2000) 105-115
69. Wentzel K. The contribution of social goal setting to children's school adjustment. In: Wigfield A., and Eccles J.S. (Eds). Development of achievement motivation (2001), Academic Press, San Diego, CA 221-246
70. Wheeler V.A., and Ladd G.W. Assessment of children's self-efficacy for social interactions with peers. Developmental Psychology 18 (1982) 795-805
71. Youniss J., and Smollar J. Adolescent relations with mothers, fathers and friends (1985), University of Chicago Press, Chicago