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SUMMARY:Social aspects of achievement motivation: A multi-method study on 
 social goals - Ronnel B. King\, University of Hong Kong
DTSTART:20120316T130000Z
DTEND:20120316T140000Z
UID:TALK36318@talks.cam.ac.uk
CONTACT:Moritz Sowada
DESCRIPTION:Much of the research on achievement goal theory has focused on
  the roles of mastery and performance goals\, thus the role of other goals
  such as social goals have been neglected. The aim of this research was (1
 ) to investigate the types of goals spontaneously endorsed by students and
  (2) to analyze the relationship of these goals to academic engagement and
  achievement. Two studies were conducted to address these. Study 1 was a q
 ualitative study wherein students were given open-ended questionnaires whe
 re they were asked to write their goals in school. Study 2 was a longitudi
 nal quantitative study designed to investigate the relationships among ach
 ievement goals\, social goals\, academic engagement\, disengagement\, and 
 achievement. Results of Study 1 indicated the majority of the goals (81%) 
 espoused by students pertained to social goals (affiliation\, approval\, c
 oncern\, responsibility\, and status goals). Only a minority of the goals 
 were related to the oft-examined achievement goals (15%). Study 2 showed t
 hat social goals\, as a whole\, were positive predictors of academic engag
 ement and negative predictors of disengagement. Engagement in turn was a p
 ositive predictor of GPA while disengagement was a negative predictor. Soc
 ial goals seem to emerge as powerful motivational constructs. We recommend
  that researchers consider investigating social goals that might be more s
 alient in cross-cultural settings instead of focusing exclusively on maste
 ry and performance goals. 
LOCATION:Room 2S3\, Donald McIntyre Building\, Faculty of Education\, 184 
 Hills Road\, Cambridge\, CB2 8PQ
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