Social adjustment of approach-oriented adolescents varies depending on their avoidance orientation

Abstract

Adolescents set different goals in their interactions with peers—some place high importance on demonstrating their social competence (demonstration approach), others on avoiding showing their incompetence (demonstration avoidance), and some youth prioritize both or care about neither. In this study, we examined whether associations between demonstration approach and adjustment would vary depending on the level of demonstration avoidance. Participants (N = 595; Mage = 16.02 years, SD = 0.33) completed self-reports of social goals (in ninth grade), and peer reports of aggression, prosocial behavior, popularity, and likeability (in sixth and ninth grade). The degree to which approach-oriented adolescents were more aggressive and popular varied depending on whether they were high or low in avoidance. Approach-aggression links became stronger as avoidance increased from low to high; the reverse was true for popularity. Our discussion focuses on understanding how fear of failure and negative evaluations, or lack thereof, can alter the adjustment outcomes for approach-oriented adolescents.