Academic Goal Orientations, Multiple Goal Profiles, and Friendship Intimacy among Early Adolescents

Autor/inn/en	Levy-Tossman, Inbal; Kaplan, Avi; Assor, Avi
Titel	Academic Goal Orientations, Multiple Goal Profiles, and Friendship Intimacy among Early Adolescents
Quelle	In: Contemporary Educational Psychology, 32 (2007) 2, S.231-252 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2006.06.001
Schlagwörter	Grade 7; Adolescents; Multivariate Analysis; Intimacy; Friendship; Goal Orientation; Student Educational Objectives; Student Motivation; Foreign Countries; Academic Achievement; Interpersonal Relationship; Correlation; Trust (Psychology); Regression (Statistics); Secondary Education; Israel + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Multivariate Analyse; Intimität; Freundschaft; Zielorientierung; Zielvorstellung; Schulische Motivation; Ausland; Schulleistung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Korrelation; Regression; Regressionsanalyse; Sekundarbereich
Abstract	This study investigated the relations between early adolescents' academic motivational orientations and an aspect of quality of friendship: intimacy. Two-hundred and three Jewish-Israeli seventh grade students responded to surveys asking them about their academic achievement goals and about characteristics of their friendships. Variable-centered regression analyses suggested that mastery goals were positively associated with mutual sharing of difficulties, trust, and adaptive social problem-solving between friends, whereas performance-approach goals were negatively associated with intimacy friendship. Moreover, both performance-approach and performance-avoidance goals were associated with mistrust, inconsideration, and tension between friends. A person-centered analysis, employing cluster analysis, suggested that profiles with a higher level of mastery goals relative to both types of performance goals were associated with less mistrust among friends in comparison with profiles with a higher level of performance goals relative to mastery goals. The findings point to the connection between academic motivation and social relationships in school. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10