The Korean Journal of School Psychology 2023 KCI Impact Factor : 1.68
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pISSN : 1738-463X / eISSN : 2734-0112
- https://journal.kci.go.kr/schooljr
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The Structural Relationship among Social Goals, Achievement Goal Orientations, Basic Psychological Needs, Quality of Peer Relationship, and Academic Engagement
- The Korean Journal of School Psychology
- Abbr : KJSP
- 2017, 14(1), pp.1-21
- DOI : 10.16983/kjsp.2017.14.1.1
- Publisher : The Korean Journal of School Psychology
- Research Area : Social Science > Psychological Science > School / Educational Psychology
- Received : October 23, 2016
- Accepted : February 16, 2017
- Published : April 30, 2017
Yeonghun Hwang 1, LEE EUN JU 1
1경북대학교
Accredited
ABSTRACT
The purpose of this study was to examine the structural relationship among social goals, academic achievement goal orientations, basic psychology needs, quality of peer relationship, and academic engagement of adolescents. The participants were 592 seventh grade students in 3 middle schools. Main results were as follows. First, social approval goal, affiliation goal, and status goal had positive effects on performance-approach goals, whereas social concern goal had negative effect on performance-approach goals. Social concern goal and status goal had positive effects on mastery-approach goals, whereas social affiliation goal had negative effects on mastery-approach goals. Second, social concern goal and status goal had positive effects on basic psychological needs, whereas social approval goal had negative effect on basic psychological needs. Third, social affiliation goal and concern goal had positive direct effects on quality of peer relationship. Basic psychological needs mediated the associations of social approval, concern, and status goals with quality of peer relationship. Mastery-approach goals and basic psychological needs had dual-mediation effects on the relationship between social concern, status goal and quality of peer relationship. Fourth, both mastery-approach goals and basic psychological needs had mediation effects on the relationship between social concern, status goal and academic engagement. Mastery-approach goals and basic psychological needs had dual-mediation effects on the relationship between social concern, status goal and quality of peer relationship. The importance of social goals as well as academic achievement goals were highlighted for the more comprehensive understanding of peer relationship and academic engagement of adolescents.
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