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Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning
Author(s) -
Liem Gregory Arief D.
Publication year - 2016
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/bjep.12085
Subject(s) - psychology , academic achievement , multilevel model , goal orientation , goal theory , loneliness , developmental psychology , social psychology , mathematics education , machine learning , computer science
Background Students’ pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Aims Guided by multiple‐goal perspectives, this study examined the role of academic and social achievement goals in outcome variables relevant to academic (achievement, effort/persistence), social (peer relationship satisfaction, loneliness), and socio‐academic (cooperative learning, competitive learning, socially regulated, and self‐regulated learning) functioning. Sample A total of 356 Indonesian high‐school students (mean age = 16 years; 36% girls) participated in the study. Methods A self‐report survey comprising items drawn from pre‐existing instruments was administered to measure distinct dimensions of achievement goals and outcomes under focus. Regression analysis was performed to examine additive, interactive, and specialized effects of achievement goals on outcomes. Results Aligned with the hierarchical model of goal relationships (Wentzel, 2000, Contemp. Educ. Psychol ., 25 , 105), academic and social achievement goals bore additive effects on most outcomes. Findings also revealed a specialized effect on academic achievement and notable interactive effects on cooperative learning. In general, mastery‐approach and performance‐approach goals were more adaptive than their avoidance counterparts. The effects of social development goals were positive, whereas those of social demonstration‐approach goals were mixed. Contrary to prior findings, social demonstration‐avoidance goals did not appear to be inimical for school functioning. Conclusions Findings underscore the importance of both academic and social achievement goals in day‐to‐day school functioning and the need to consider the meaning of goals and the coordination of multiple goals from cultural lenses.