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Achievement Goals, Academic Achievement and Externalizing Problems in Adolescent Boys: The Mediating effect of Prosociality

  • THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY
  • 2017, 30(1), pp.139-157
  • Publisher : The Korean Society For Developmental Psychology
  • Research Area : Social Science > Psychological Science

Park SunYoung 1 Kyoung Ok Seol 1 Juna Kim 1

1이화여자대학교

Accredited

ABSTRACT

This study aimed to examine the mediating effect of prosociality in the relationship between achievement goals, academic achievement and externalizing problems based on implicit theory. Self-regulation is the primary mechanism that explains the link between implicit theory, achievement and psychological adjustment. Participants included 260 adolescents and their teachers. The adolescents were surveyed on achievement goals and externalizing problems, and the teachers reported on adolescents’ prosociality and academic achievement. Results revealed that a mastery approach had a positive relationship with academic achievement and a negative relationship with externalizing problems, prosociality fully mediated both relationships. Performance avoidance had a negative relationship with academic achievement as well as externalizing problems, prosociality partially mediated both relationships. A performance approach positively predicted academic achievement but was significantly associated with neither prosociality nor externalizing problems. Further implications for youth counseling and educational practice are discussed.

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