The social contagion of students' social goals and its influence on engagement in school

King, Ronnel B.; Mendoza, Norman B.

doi:10.1016/j.lindif.2021.102004

Cited by 16 publications

(5 citation statements)

References 88 publications

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“…, 2014 ). Diffusion of influence and goals between highly interactive students (which can be referred to as a social contagion) has also shed some light on the potential of analyzing how social networks can be tapped to increase classroom engagement ( King and Mendoza, 2021 ) and motivation in school environments ( Burgess et al. , 2018 ).…”

Section: Social Network In the Community Collegementioning

confidence: 99%

Family Helps Transform the STEM Pathways of Community College Women of Color STEM Majors

Yap,

Foriest,

Walker

et al. 2024

LSE

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Section: Social Network In the Community Collegementioning

confidence: 99%

Family Helps Transform the STEM Pathways of Community College Women of Color STEM Majors

Yap,

Foriest,

Walker

et al. 2024

LSE

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“…Perhaps, in collectivist cultures where students are more closely affiliated with their classmates, the process of social contagion is also more pronounced. In a series of studies among collectivist Filipino students, researchers found that important motivational constructs such as achievement goals (King & Mendoza, 2020), social goals (King & Mendoza, 2021), implicit beliefs about the nature of intelligence (King, 2020b), and student engagement (Mendoza & King, 2020) were transmitted among classmates. Students embedded in the same classroom became more similar across time in terms of their motivational beliefs and attitudes.…”

Section: Cultural and Ecological Perspectives On Achievement Motivationmentioning

confidence: 99%

“…In terms of motivation, a study by King et al (2021) has explored how the achievement motivation of other individuals in the broader society can shape one's motivational outcomes. Their study focused specifically on utility value, which pertains to how much individuals value schooling for achieving their goals.…”

Section: Socioecological Perspectivementioning

confidence: 99%

Sociocultural and ecological perspectives on achievement motivation

King

2021

Asian J of Social Psycho

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Research on achievement motivation has mostly focused on the importance of the proximal context. As a result, the roles of more distal sociocultural and ecological factors have been neglected. However, motivation does not occur within a social vacuum; it is embedded within pervasive environments, including the broader culture (values, beliefs, and norms) and social ecology (economic and political systems, interpersonal environments, and physical environment). This article argues for the critical need to include sociocultural and ecological perspectives in motivation research. More specifically, the aims are to (a) justify why cultural and ecological perspectives are needed, (b) present a tentative conceptual framework that could account for the critical roles of sociocultural and ecological factors that underpin motivation and learning, and (c) proffer recommendations on how to study culture and ecology within the field of achievement motivation research.

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“…For example, Hijzen and her colleagues (2007) found that engagement as a motivational component of mastery and social responsibility goals were specific to effective teams, collaborating well and indicating that the relational aspect of engagement also is linked to social responsibility. King & Mendoza (2021) recently emphasized the significant association between social responsibility goals and students' engagement, but they also point out to the socially embedded nature of motivation and goals in the academic context. Furthermore, they accentuate the importance of social processess for understanding motivational processes.…”

Section: Introductionmentioning

confidence: 99%

Social and Emotional Skills in Adapting Students to the Academic Environment

Jitaru

Bobu²,

Bostan³

2023

RREM

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The paper presents the results of a research that aims to identify emotional and social skills manifested in first-year students with a technical profile and its positive effects on their adaptation to the academic life. An important developmental task of young students is their increased participation at formal and informal peer groups, along with their interest to gain independence and assertion of their own beliefs in the context of professional development. Students who develop their emotional and social skills have more chances to be accepted and better integrated into peer groups and experiencing the well-being in psychological functioning and social relationships. We used a multidimensional instrument which allows the assessment of a wide range of social and emotional competencies that students may possess at various levels. Using the multidimensional Profile of Social and Emotional Competences, (Tufeanu & Robu, 2013) we tested the impact of emotional regulation competencies over the association between responsibility in social relationships and engagement. The research results allow us to identify training and personal development needs of students as well as social and emotional skills that support their effective adaptation and reduce academic dropout.

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The social contagion of students' social goals and its influence on engagement in school

Cited by 16 publications

References 88 publications

Family Helps Transform the STEM Pathways of Community College Women of Color STEM Majors

Family Helps Transform the STEM Pathways of Community College Women of Color STEM Majors

Sociocultural and ecological perspectives on achievement motivation

Social and Emotional Skills in Adapting Students to the Academic Environment

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