바로가기메뉴

본문 바로가기 주메뉴 바로가기

Korean Journal of School Psychology

The Structural Relationship among Social Goals, Achievement Goal Orientations, Basic Psychological Needs, Quality of Peer Relationship, and Academic Engagement

Abstract

The purpose of this study was to examine the structural relationship among social goals, academic achievement goal orientations, basic psychology needs, quality of peer relationship, and academic engagement of adolescents. The participants were 592 seventh grade students in 3 middle schools. Main results were as follows. First, social approval goal, affiliation goal, and status goal had positive effects on performance-approach goals, whereas social concern goal had negative effect on performance-approach goals. Social concern goal and status goal had positive effects on mastery-approach goals, whereas social affiliation goal had negative effects on mastery-approach goals. Second, social concern goal and status goal had positive effects on basic psychological needs, whereas social approval goal had negative effect on basic psychological needs. Third, social affiliation goal and concern goal had positive direct effects on quality of peer relationship. Basic psychological needs mediated the associations of social approval, concern, and status goals with quality of peer relationship. Mastery-approach goals and basic psychological needs had dual-mediation effects on the relationship between social concern, status goal and quality of peer relationship. Fourth, both mastery-approach goals and basic psychological needs had mediation effects on the relationship between social concern, status goal and academic engagement. Mastery-approach goals and basic psychological needs had dual-mediation effects on the relationship between social concern, status goal and quality of peer relationship. The importance of social goals as well as academic achievement goals were highlighted for the more comprehensive understanding of peer relationship and academic engagement of adolescents.

keywords
social goals, achievement goal orientations, basic psychological needs, quality of peer relationship, academic engagement, 사회적 목표, 성취목표지향성, 기본심리욕구, 또래관계의 질, 수업참여

Reference

1.

김남희, 김종백 (2011). 기본심리욕구와 수업참여를 매개로 한 학생-교사애착관계와 학업성취도의 관계: 교사지지와 학생-교사애착관계의 의미와 역할의 차이를 중심으로. 교육심리연구, 25(4), 763-798.

2.

김명희, 하정희 (2008). 학습동기와 학습기술이 학업성취 및 학교적응에 미치는 영향 : 초등학생과 중학생 중심으로. 아동교육, 17(2), 33-48.

3.

김수연, 조한익(2013). 사범계열 대학생들의 성취목표지향성·기본심리욕구·학업성취도 및 대학생활적응의 관계 연구. 한국심리학회지: 학교, 10(2), 307-328.

4.

김아영 (2010). 자기결정성이론과 현장 적용 연구. 교육심리연구, 24(3), 583-609.

5.

김정근, 이은주 (2015). 성취목표지향성, 성취정서, 및 수업참여 간의 구조적 관계: 교사의 자율성 지지에 따른 차이. 한국심리학회지: 학교, 12(2), 135-157.

6.

김종렬, 이은주 (2012). 초, 중학교급별 교실목표구조, 기본심리욕구, 수업참여간의 구조적 관계 분석. 교육심리연구, 26(3), 817- 835.

7.

박병기, 정기수, 김선미, 이종욱 (2005) 자기조절학습의 복합적 측정도구 개발과 타당화: 동기조절 척도의 통합을 중심으로. 교육심리연구, 19(2), 455-476.

8.

신종호, 진성조 (2013). 생애목표유형이 학업적 자기개념, 학업노력, 시험불안에 미치는 영향-성취수준에 따른 차이 검증. 교육심리연구, 27(1), 161-180.

9.

양하련, 이은주 (2014). 청소년의 사회적 성취목표와 또래관계 질의 관계: 친사회성과 공격성의 매개효과. 중등교육연구, 62(1), 235-260.

10.

염혜선, 이은주 (2015). 사회적 및 학업적 맥락에서의 유능감과 성취목표지향성, 학업성취, 또래관계 질의 구조적 관계. 교육심리연구, 29(2), 185-207.

11.

유안진, 한유진, 김진경 (2002). 초기 청소년의 공격성과 또래관계의 질. 아동학회지, 23 (3), 79-90

12.

이명희, 김아영 (2008). 자기결정성이론에 근거한 한국형 기본 심리 욕구 척도 개발 및 타당화. 한국심리학회지: 사회 및 성격, 22(4), 157-174.

13.

이주화, 김아영 (2005). 학업적 성취목표지향성 척도 개발. 교육심리연구, 19(1), 311-325.

14.

홍세희 (2000). 구조 방적식 모형의 적합도 지수선정기준과 그 근거. 한국심리학회지: 임상, 19(1), 161-177.

15.

Ames, C. (1992). Classroom: Goals, structure, and student motivation. Journal of Educational Psychology, 84(3), 261-271.

16.

Anderman, L. H., Anderman, E. M. (1999) Social predictors of changes in students' achievement goal orientations. Contemporary Educational Psychology, 25, 21-37.

17.

Baumeister, R. F., Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529.

18.

Berndt, T. J., & Keefe, K. (1996). Friends' influence on school adjustment: A motivational analysis. In J. Junonen & K. R. Wentzel (Eds), Social motivation: Understanding School adjustment (pp. 248-278). Cambridge, England: Cambridge University Press.

19.

Betoret, F. D., & Artiga, A. G. (2011). The relationship among student basic need satisfaction, approaches to learning, reporting of avoidance strategies and achievement. Electronic Journal of Research in Educational Psychology, 9(2), 463-496.

20.

Birch, S. H., & Ladd, G. W. (1996). Interpersonal relationships in the school environment and children's early school adjustment: The role of teachers and peers. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation: Understanding children's school adjustment(pp.199-255). Cambridge, England: Cambridge University Press.

21.

Butler, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology, 79, 474-482.

22.

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychology Inquiry, 11(4), 227-268.

23.

Dowson, M., & McInerney, D. M. (2004). The development and validation of the Goal Orientation and Learning Strategies Survey (GOALS-S). Educational and Psychological Measurement, 64, 290-310.

24.

Eccles, J. (2004). Schools, achievement motivation and stage-environment fit. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology(pp. 125-154). New York, NY:Wiley.

25.

Elliot, A., & McGregor, H. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519.

26.

Furman, W., & Buhrmester. D. (1985). Children's perceptions of the personal relationships in their social networks. Developmental Psychology, 21(6), 1016-1024.

27.

Gonida, E. N., Voulala, K., & Kiosseoglou, G. (2009). Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, 19(1), 53-60.

28.

Goodnow, C. (1992). Strengthening the links between educational psychology and the study of social contexts. Educational Psychologist, 27, 177-196.

29.

Guan, J., Xiang, P., Mcbride, R., & Keating, X. D. (2013). Achievement goals, social goals, and students' reported persistence and effort in high school athletic settings. Journal of Sport Behavior, 36(2), 149-170.

30.

Hicks, L. (1997). How do academic motivation and peer relationships mix in an adolescent's world. Middle School Journal, 28, 18-22.

31.

Horst, S. J., Finney, S. J., & Barron, K. E. (2007). Moving beyond academic achievement goal measures: A study of social achievement goals. Contemporary Educational Psychology, 32(4), 667-698.

32.

King, R. B., Ganotice, F. A., & Watkins, D. A. (2014). A cross-cultural analysis of achievement and social goals among Chinese and Filipino students. Social Psychology of Education, 17, 439-455.

33.

King, R. B., McInerney, D. M., & Watkins, D. A. (2010). Can social goals enrich our understanding of students' motivational goals. Journal of Psychology in Chinese Societies, 10, 1-16.

34.

King, R. B., McInerney, D. M., & Watkins, D. A. (2013). Examining the role of social goals in school: A study in two collectivist cultures. European Journal of Psychology of Education, 28, 1505–1523.

35.

King, R. B., & Watkins, D. A. (2012). Cross-cultural validation of the five-factor structure of social goals: a Filipino investigation. Journal of Psychoeducational Assessment. 30(2), 181-193.

36.

Lens, W., & Moreas, M. A. (1994). Future time perspective:Anindividualandasocietalapproach. Psychology of Future Orientation, 32, 23-38.

37.

Levy, I., Kaplan, A., & Patrick, H. (2004). Early adolescents’ achievement goals, social status, and attitudes toward cooperation with peers. Social Psychology of Education, 7(2), 127-159.

38.

Levy-Tossman, I., Kaplan, A., & Assor, A. (2007). Academic goal orientations, multiple goal profiles, and friendship intimacy among early adolescents. Comtemporary Educational Psychology, 32(2), 231-252.

39.

Liem, G.A.D. (2015). Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning. British Journal of Educational Psychology, 86(1), 37-56.

40.

Liem, G.A.D, Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Comtemporary Educational Psychology, 33(4), 486-512.

41.

Liem, G. A. D., & Nie, Y. (2008). Values, achievement goals, and individually-oriented and social-oriented achievement motivations among Chinese and Indonesian secondary school students. International Journal of Psychology, 43, 898-903.

42.

Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79, 327-365.

43.

McClelland, D. C. (1985). The social mandate of health psychology. American Behavioral Scientist, 28(4), 451-468.

44.

McInerney, D. M. (2008). The motivational roles of cultural differences and cultural identity in self-regulated learning. In D. Schunk & B. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications. New York: Lawrence Erlbaum.

45.

Ojanen, T. (2014). Social goals, aggression, peer preference, and popularity: Longitudinal links during middle school. Developmental Psychology, 50(8), 21-34.

46.

Patrick, H., Hicks, L., & Ryan, A. M. (1997). Relations of perceived social efficacy and social goal pursuit to self-efficacy for academic work. Journal of Early Adolescence, 17(2), 109-128.

47.

Patrick, H., Ryan, A., M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83-98.

48.

Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory: An organismic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp.3-33). Rochester, NY: University of Rochester Press.

49.

Ryan, A. M., Hicks, L., & Midgley, C. (1997). Social goals, academic goals, and avoiding seeking help in the classroom. Journal of Early Adolescence, 17, 152-171.

50.

Ryan, A. M., & Shim, S. (2006). Social achievement goals: The nature and consequences of different orientations toward social competence. Personality and Social Psychology, 32(9), 1246-1263.

51.

Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26-47.

52.

Simon, J., Vansteenkiste, M., Lens, W., & Lacante, M. (2004). Placing motivation and future time perspective theory in a temporal perspective. Educational Psychology Review, 16, 121-139.

53.

Skinner, E. A., Furrer, C. F., Marchand, G., & Kinderman, T. A. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic. Journal of Educational Psychology, 100(4), 765-781.

54.

Steel-Johnson, D., Heintz, P., & Miller, C. E. (2008). Examining situationally induced state goal orientation effects on task perceptions, performance, and satisfaction: A two- dimensional conceptualization. Journal of Applied Social Psychology, 38(2), 334-365.

55.

Tao, V., & Hong, Y. Y. (2014). When academic achievement is an obligation: Perspectives from social-oriented achievement motivation. Journal of Cross-cultural Psychology, 45, 110-136.

56.

Urdan, T. C., & Maehr, M. L. (1995). Beyond a two-goal theory of motivation and achievement: a case for social goals. Review of Educational Research, 65, 213-243.

57.

Wentzel, K. R. (1993). Dose being good make the grade? Social behavior and academic competence in middle school. Journal of Educational Psychology, 85(2), 357-364.

58.

Wentzel. K. R. (1994). Family functioning and academic achievement in middle school: A social-emotional perspective. Journal of Early Adolescence, 14(2), 268-291.

59.

Wentzel, K. R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding students' academic success. Journal of Educational Psychology, 91, 76-97.

60.

Yablon, Y. B. (2012). Social goals and willingness to seek help for school violence. International Journal of Educational Research, 53, 192-200.

Korean Journal of School Psychology