Social Goal Orientation Research Articles

Exploring social goal orientations, self‐perceptions and popularity with students attending regular and special education schools

Exploring social goal orientations, self‐perceptions and popularity with students attending regular and special education schools

Equal Employment and the Promotion of College Students' Job Preparation Behavior: The Impact of Social Support and Goal Orientation

Equal Employment and the Promotion of College Students' Job Preparation Behavior: The Impact of Social Support and Goal Orientation

Sustained promotion of Chinese college students’ employment: the impact of social support and goal orientation on academic achievement

Sustained promotion of Chinese college students’ employment: the impact of social support and goal orientation on academic achievement

Social Goal Orientation, Academic Engagement and Creativity as Predictors of Secondary School Students’ Academic Achievement in Mathematics in Anambra State, Nigeria

Social goal orientation, academic engagement and creativity are strong indicators and facilitators for effective learning. The association among these variables to jointly predict academic achievement has been vague and nebulous in the field of educational psychology. The study aimed to explore the students’ social goal orientation, academic engagement, and creativity as predictors of academic achievement in mathematics in Anambra State. Four research questions and three null hypotheses were formulated for the study. The study adopted a predictive correlational design. The population comprised of 21,204 SS II students from which a sample of 1560 was drawn using probability sampling procedure. Standardized research instruments such as; Social Goal Orientation Questionnaire (SGOQ), Students’ Academic Engagement Questionnaire (SAEQ) and Epstein Creativity Competencies Inventory (ECCI) developed by Epstein were used for data collection. Students’ mathematics achievement scores from the state wide promotion examination were used to represent mathematics achievement. Cronbach’s alpha was used to determine the reliability of the items in the instruments. A reliability indices were found to be .88, .82, and .92 for SGOQ, SAEQ and ECCI respectively. These scores made the instruments fit for the study. The standard multiple regression was used to analyze the collected data. The standard multiple regression was used to analyze the collected data. The research question 1 was answered using multiple regression. The research question 2 was answered using unstandardized β. The research question 3 was answered using adjusted R2. The research question 4 was answered using standardized β. The null hypothesis 1 was tested using F-test for regression model. The null hypothesis 2 was tested using t-test for adjusted R2. The null hypothesis 3 was tested using t-test for β at .05 level of significance. Findings showed that students social orientation, academic engagement and creativity scores yielded an adjusted R square of .007. This implies that predictors accounted for about 0.7% of the variance scores in academic achievement. Also, the analysis of variance indicated that the regression equation was significant in predicting academic achievement in mathematics. This implies that at least one of the independent variables significantly predicted academic achievement in mathematics. Based on these findings, it was recommended that students should consider social goal orientation, academic engagement and creativity as adaptive motivational variables that have jointly predict academic achievement.

The relationship between social achievement goals and self-esteem, depression and anxiety among medical school students.

Social achievement goals such as the desire to receive positive feedback from the social environment or avoid negative feedback are situations that affect an individual's quality of life and predispose them to mental disorders. The aim of this study is to investigate the relationship between social achievement goals and self-esteem, depression, and anxiety in medical school students. 400 participants, 201 of whom were female volunteers, between the ages of 18-30, studying at the Faculty of Medicine were evaluated. Sociodemographic Data Form, Social Achievement Goal Orientation Scale, Beck Anxiety Inventory, Beck Depression Inventory, and Rosenberg Self-Esteem Inventory Sub-Scale were applied to the participants. A negative correlation between social development goals and depression (rs = -0.218, P < 0.001) and anxiety (rs = -0.188, P < 0.001), and a positive correlation with self-esteem (P = 0.002) were found. A statistically significant and positive correlation between social performance-avoidance goals and depression (rs = 0.233, P < 0.001) and anxiety (rs = 0.245, P < 0.001), and still statistically significant, and negative relationship with self-esteem (P = 0.001) were found. While social performance-approach goals were positively correlated with anxiety (rs = 0.192, P < 0.001) and depression (rs = 0.108, P = 0.03), no statistically significant correlation was found with self-esteem (P = 0.129). It has been seen that our study generally supports the other studies in the literature concerning the relations between social achievement goal subgroups and self-esteem, depression, and anxiety in university students. It will be possible to contribute to the findings with studies encompassing university students from different cities and departments and studies with a large number of participants other than students.

Adolescents’ Social Goal Orientations

Abstract: The current study examined the association between adolescents’ social goal orientations (i. e., what they want to achieve or avoid in social interactions with their peers) and their externalizing and prosocial behaviors as well as associations with parenting styles. Adolescents and their parents completed the questionnaires. Based on a path model with the data of 354 adolescents ( Mage = 14.11) and 121 parents from Germany, we found that (1) parental warmth had a direct effect on agentic goals (i. e., desire for authority, power, and appearing confident), (2) parental coercion had a direct effect on communal goals (i. e., desire for affiliation and closeness), (3) agentic goals had a direct effect on prosocial, rule-breaking, and aggressive behavior, and (4) communal goals had a direct effect on prosocial and aggressive behavior. In the discussion, we reflect on how the theoretical and practical significance of social goal orientations can guide future research.

Examining the factor structure and validity of the social motivational orientations in sport scale

ABSTRACT The Social Motivational Orientations in Sport Scale (SMOSS), developed by Allen [(2003). Social motivation in youth sport. Journal of Sport and Exercise Psychology, 25(4), 551–567; (2005). Measuring social motivational orientations in sport: An examination of the construct validity of the SMOSS. International Journal of Sport and Exercise Psychology, 3(2), 147–161], to measure social goals in sport, has only been tested among late adolescent and adult samples and in either the physical education or sport setting. The purpose of this study was to extend the utility of the SMOSS scale by examining social goals in a sample of underrepresented early adolescents, and for physical activity more broadly. Confirmatory factor analysis (CFA) demonstrated the SMOSS was effective for measuring/identifying distinct social goal orientations for physical activity in this sample of youth and replicated Allen's [(2005). Measuring social motivational orientations in sport: An examination of the construct validity of the SMOSS. International Journal of Sport and Exercise Psychology, 3(2), 147–161] three-factor model: affiliation, recognition, and status. The three-factor model demonstrated adequate concurrent and predictive validity. Findings suggest that affiliation goals for physical activity are inversely related to early adolescents’ peer and emotional problems, but recognition and status goals have mixed effects on youth appearance-related motivations to engage in physical activity, peer problems, emotional problems, and prosocial behaviour. This study provides evidence that the SMOSS adequately measures social goals among a sample of underrepresented early adolescents and across physical activity contexts. Findings demonstrate that social goals for physical activity during early adolescence are similar to those observed in late adolescence and adulthood. Future social goal research should involve translating results into tangible aspects of intervention development to help promote physical activity and other positive outcomes in youth.

A Few Close Friends? Adolescent Friendships’ Effect on Internalizing Symptoms Is Serially Mediated by Desire for More Friends and Social Goal Orientation

Interpersonal connection is a fundamental human motivation, and the extent to which it is fulfilled is a strong predictor of symptoms of internalizing disorders such as social anxiety and depression, perhaps especially during the “social reorienting” period of adolescence. However, little is known about the contribution to this effect of the individual’s social motivations, which are intensified during adolescence. Furthermore, social goal orientation – an individual’s priorities and intentions in social interactions – is an important predictor of vulnerability to internalizing symptoms. Adolescents spend most of their waking lives in classrooms, bounded social networks with a limited pool of candidates for befriending. This study investigated whether friendships within one’s class protects against internalizing symptoms in part by reducing the desire for more classmate friendships, which may tend to promote maladaptive social goals. Participants were 423 young adolescents (M age = 13.2, sd = 0.52 years; 49.4% girls). As predicted, adolescents’ number of reciprocated classroom friendships had a protective effect on internalizing symptoms which was serially mediated by desire for more such friendships, and social goal orientation. However, only demonstration-avoidance goals significantly predicted internalizing symptoms. Unreciprocated friendship nominations were unexpectedly associated with stronger desire and more social anxiety symptoms. The results suggest that the effect of number of friends is mediated by the individual’s thoughts and feelings about their number of friendships, such that a strong desire for more friendships promotes maladaptive goals, oriented toward social status and consequently less oriented toward the cultivation of interpersonal intimacy with the friends they already have.

SOCIAL GOAL ORIENTATION AS PREDICTOR OF SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN ANAMBRA STATE NIGERIA

Students’ social goal orientation is a strong indicator and facilitator of effective learning. The study aimed to explore the students’ social goal orientation as a predictor of academic achievement in mathematics in Anambra State Nigeria. Four research questions and three null hypotheses were formulated for the study. The study adopted a predictive correlational design. The population comprised 21,204 SS II students from which a sample of 1500 was drawn using the multi-stage procedure to select the sample. A standardized research instrument such as; Social Goal Orientation Questionnaire (SGOQ) was used for data collection. Students’ mathematics achievement scores from the state-wide promotion examination were used to represent mathematics achievement. Cronbach’s alpha was used to determine the reliability of the items in the instruments. Reliability indices were .82, for social affiliation, .79, for social approval, .68, for social concern, .87, for social responsibility, and .69 for social status. Standard multiple regression was used to analyze the collected data. Research question 1 was answered using multiple regression. Research question 2 was answered using unstandardized β. Research question 3 was answered using adjusted R2. Research question 4 was answered using standardized β. The null hypothesis 1 was tested using F-test for the regression model. The null hypothesis 2 was tested using a t-test for adjusted R2. The null hypothesis 3 was tested using a t-test for β at a .05 level of significance. Findings from the study indicated that social status goal orientation is the most predictor of students’ academic achievement when compared with the other dimensions of social goal orientation. Also, the analysis of variance indicated that the regression equation was statistically significant F(5, 1492) = 2.279, p &lt; .05. This implies that at least one of the independent variables significantly predicted academic achievement in mathematics. Based on these findings, it was recommended that, despite the advances in social goal orientation research, further research is still needed to clarify the significance of this adaptive motivational construct in human development and also map out its’ nomological network that could lead to acceptable academic outcomes among the Nigerian students.

Stakeholder relationships and corporate social goal orientation: Implications for entrepreneurial psychology.

As the sensitivity to corporate social responsibility (CSR) continues to grow, the goal of enterprises has expanded beyond the sole pursuit of economic value. Corporate social goal orientation has therefore come to occupy a central position in entrepreneurs' psychology and the transition away from a market-only economy. This study uses secondary data from 4,288 samples of 725 Chinese-listed companies from 2009 to 2020 to explore the driving factors in social goal orientation based on the characteristics of sample companies and their industry groups from the perspective of stakeholder relationships. The results can be summarized as follows: (1) there is an inverted U-shaped relationship between government stakeholder relationships and social goal orientation, and there is a significant positive relationship between financial stakeholder relationships, market stakeholder relationships, and corporate social goal orientation. (2) The correlation between single-dual stakeholder relationships and social goal orientation is not consistent. In light of the nature of the roles of government and the market, the correlation between the government-market dual relationship and corporate social goal orientation is not significant. However, there is a significant correlation between the finance-government dual stakeholder relationship and social goal orientation; that is, the dual stakeholder relationship maintains the existence of non-institutional capital and corporate financial capital. Moreover, there is no significant correlation between the market-finance dual relationship and corporate social goal orientation, and there is substitutability between market and financial stakeholder relationships. With the deepening of our understanding of CSR, the core goal of enterprises is no longer confined to the pursuit of economic value, and their social goal orientation has come to be regarded as a major driving force in sustainable development. This study enriches the research on the relationship between stakeholder relationships and shows that stakeholder relationships also have important significance to both achieving corporate goals and shaping entrepreneurs' psychology.

Exploring teachers’ social goal orientations with the job demands-resources model

Exploring teachers’ social goal orientations with the job demands-resources model

Social innovation, goal orientation, and openness: insights from social enterprise hybrids

We empirically examine social innovation and openness through a survey of social enterprise hybrids in the United Kingdom (UK). Social innovation refers to new products, processes, and services that respond to grand challenges. Social enterprises pursue economic, social, and environmental goals but vary in their goal orientation, namely the relative importance ascribed to such goals. We first explore the relationships between commercial, social, and environmental goal orientation and social innovation performance. Next, we consider the moderating impact of openness to external knowledge and ideas on social innovation performance. Our analysis finds positive and significant relationships between commercial and social goal orientation and social innovation performance, but no relationship with environmental goal orientation. In addition, the use of external sources of knowledge and ideas positively strengthens these relationships for both commercial and social goal orientation but not for environmental goal orientation. Our results reveal some important influences on social innovation, openness, and hybrid organizing.

향상-예방초점 잡 크래프팅의 선행요인 및 직무성과에 미치는 영향에 관한 연구

This study divided job crafting into promotion and prevention focused job crafting based on the regulatory focus theory. The purpose of this study was to explore the situational and personal motivational antecedents of promotion-prevention focused job crafting and to uncover their differential effects. Specifically, we examined the relationship of social support, work overload and achievement goal orientation with promotion-prevention focused job crafting. Analyzed the differential effects of promotion-prevention focused job crafting on individual job performance. Finally, the mediating role of promotion-prevention focused job crafting was tested. The data for this study come from 316 employees working at various companies in China, and 271 responses were included for the final analysis. The results showed that social support and learning goal orientation increased promotion focused job crafting, while work overload and performance goal orientation increased prevention focused job crafting. Promotion focused job crafting was positively, while prevention focused job crafting was negatively related to job performance. Results of mediation models showed that promotion focused job crafting mediated the relationship between social support/learning goal orientation, and performance. Work overload/performance goal orientation was negatively related with performance through prevention focused job crafting. The theoretical and applied implications of the results are discussed.

Associations between moral identity, social goal orientations, and moral decisions in adolescents

ABSTRACT Adolescence is a time in which peers gain in importance and more time is spent engaging in social interactions with them. Within these interactions, adolescents will also be confronted with moral dilemmas, in which moral decisions need to be taken. The aim of the current study was to examine two factors that may influence moral decisions, namely moral identity and social goal orientations. The sample consisted of 455 adolescents (251 girls), with ages ranging from 10 to 18 (MAge = 14.11, SDAge = 1.79), who completed questionnaires. In line with the hypotheses, there was a significant positive association between moral identity and moral decisions, and communal goals and moral decisions; there was also a significant negative association between agentic goals and moral decisions. We propose that both moral identity and social goal orientations be added to the social information processing-moral decision-making framework, and further theorize about the relation between constructs in the database. We discuss the findings from a development perspective and provide first ideas for practical implications.

Social Goal Orientation Differentially Influences Exposure to Interpersonal and Noninterpersonal Trauma.

Emerging adults are at an increased risk for trauma exposure, both interpersonal and non-interpersonal, which often occurs within a social context. How an individual interacts with this context may heighten or buffer against their risk for trauma. Social goal orientation represents individual differences that characterize how an individual navigates their social environment. These orientations fall along the two interacting dimensions, Agency and Communion. In a community sample (N=274; 55% female, average age = 18.9) of young adults, we sought to examine the role that these two types of social goals, both uniquely and in interaction with one another, may play in interpersonal and non-interpersonal trauma risk. Because men and women are at differential risk for trauma, we also examined the impact of gender on these associations. Findings revealed that social goal orientations are linked to trauma exposure in ways that differ depending on the type of trauma, interpersonal or non-interpersonal. Moreover, these processes differed for men and women. Whereas a high Communal Orientation was associated with decreased exposure to all trauma, for both women and men, Agentic Orientation was associated with an increased number of interpersonal and non-interpersonal trauma. For men, agency and communion interacted, suggesting that the extent to which an agentic orientation may be risky or protective for interpersonal trauma depends strongly on communal orientation. These findings provided initial evidence for the role social goal orientation may play as a risk or protective factor for trauma exposure.

Callous-unemotional traits, social goal orientations, and bullying perpetration: exploring concurrent associations during adolescence

ABSTRACT Bullying and cyberbullying is a severe problem afflicting adolescents worldwide, underscoring the need to understanding of the mechanisms behind bullying perpetration. In the current study, we examined the association between callous-unemotional traits, social goal orientations, and bullying/cyberbullying behaviours. The current study draws upon a sample of 435 adolescents, who completed an online questionnaire. A path model, which separately included the dimensions of callous-unemotional traits, revealed that callousness and agentic goals had a direct positive association with bullying and cyberbullying behaviours; uncaring also had a direct positive association with cyberbullying behaviour. There was a direct positive effect from callousness and uncaring onto agentic goals, and a negative effect onto communal goals. Unemotionality had a direct negative effect onto both agentic and communal goals. There was an additional indirect effect, linking callous-unemotional traits to bullying/cyberbullying behaviour via social goal orientations. We discuss the findings, drawing upon motivational, evolutionary, and social-emotional deficiency perspectives.

Differentiating Teachers’ Social Goals: Implications for Teacher–Student Relationships and Perceived Classroom Engagement

Whereas developing meaningful connections with students has long been documented as critical for promoting classroom engagement, teachers’ differing motives for building relationships with students remain underexplored. This study examined teachers’ social achievement goals from a multidimensional perspective in relation to teachers’ self-efficacy, teacher–student relationships, and perceived classroom engagement. Results from practicing K–12 teachers (N = 154) from across Canada showed three distinct goal orientations including social mastery-approach, social mastery-avoidance, and social ability goals (combining social ability-approach and social ability-avoidance goals). Teachers who aimed to develop better social skills with students (social mastery-approach goals) reported higher self-efficacy, better relationships with students, and greater classroom engagement. In contrast, social goal orientations focused on not losing connections with students (social mastery-avoidance goals) or being well-liked (social ability goals) did not correspond with self-efficacy or classroom outcomes. Implications concerning integrative pedagogies and growth mind-sets pertaining to relationship building were discussed.

Exploring the effects of social achievement goal orientation and social presence on online classes in universities

목적 본 연구는 코로나19 이후 전면적으로 확대된 온라인 수업을 질적으로 향상시키기 위해 온라인 수업의 한계로 지적되고 있는 사회적 요인 중 사회적 성취목표지향성과 사회적 실재감이 학습과정 요인인 학습몰입과 학습성과 요인인 학습만족도, 학업성취도에 미치는 영향을 분석하였다. 방법 연구를 위해 내재실험모형을 사용하여 혼합연구를 수행하였다. 1차로 대학생 80명을 설문조사하였고, 다중회귀분석을 통해 변인간의 영향 관계를 확인하였다. 2차로 대학생 6명을 개별면담하였고, 주제분석을 통해 온라인수업에 미치는 영향을 탐색하였다. 결과 첫째, 대학의 온라인 수업에서 사회적 성취목표지향성은 학습몰입, 학습만족도, 학업성취도에 유의미한 영향을 미치지 않았다. 둘째, 사회적 성취목표지향성과 학습몰입, 학습만족도, 학업성취도의 관계는 3가지 유형으로 구분이 되었고, 변인 간 관계 유형에 따른 개별화된 수업 유형과 수업 전략 제시가 가능한 것으로 확인되었다. 셋째, 대학의 온라인 수업에서 사회적 실재감은 학습몰입, 학습만족도, 학업성취도에 영향을 미쳤으며 토론, 팀프로젝트 등 학습자 중심 방식의 수업을 운영할 때 높은 사회적 실재감을 경험한 것으로 확인되었다. 결론 온라인 수업 상황에서는 학습자들의 개별적 성향이 중요하게 나타났고, 전통적 수업과 달리 교수자와 동료 학습자와의 활발한 상호작용을 통해 사회적 실재감이 드러나도록 학습자 중심의 교수법을 통한 교수설계가 필요하다.

ANALYSIS OF LEARNING AGILITY IN THE PERFORMANCE OF ACHIEVEMENT TEACHERS IN YOGYAKARTA

This study aims to analyze learning agility in the performance of outstanding teachers in Yogyakarta from the aspects of people agility, mental agility, change agility, and result agility. The method used is descriptive with a qualitative approach. The sampling technique used was purposive sampling with the following criteria: 1) teacher; 2) aged 27-55 years; 3) have achievements; 4) still active in teaching activities. The sample used is a typical case sample, where the special research subjects are outstanding teachers at SMU Negeri 8 Yogyakarta. Collecting data using structured interviews, then described and identified into several themes. The results showed that outstanding teachers had high learning agility at work. They perform maximum work performance, can take lessons from work experience, and respond to changes with full awareness and enthusiasm for learning to improve skills, knowledge, and self-competence. Social support and goal orientation are needed in building learning agility in teachers to develop. Learning agility plays an important role in improving the quality of teacher performance, so that, the education quality and the learning spirit can continue to be improved and becomes an inspiration for the young generation.

Assessing transactive memory system and team performance: the moderating role of leadership efficacy

Drawing upon transactive memory theory and social cognitive theory, this study establishes a research model that evaluates team performance from the mediating aspect of a transactive memory system (TMS), which is hypothetically influenced by social interaction, politics and learning goal orientation. Leadership efficacy is examined as a moderator in the development of the TMS. The empirical examinations of this study were tested using the data of high-tech teams from a large industry zone in Taiwan. Finally, this study discusses practical implications, research implications, and limitations based on its empirical results.