Young Adolescents' Perceptions of Teachers' and Peers' Goals as Predictors of Social and Academic Goal Pursuit

Abstract

Young Mexican American adolescents' perceptions of socially derived goals of teachers and peers were examined as predictors of their pursuit of social goals (to be prosocial and responsible) and academic goals (to learn and to perform well), while controlling for perceived parental goals. The role of perceived emotional caring in mediating relations between socially derived goals and goal pursuit also was examined. Results of multiple regression analyses indicated that social and academic expectations from peers were the most consistent positive predictors of students' social and academic goals; findings indicated significant relations within‐domain (e.g. social expectations predicted social goal pursuit) as well as across‐domain (e.g. social expectations predicted academic goal pursuit). Mediating effects were also found such that perceived caring from teachers and peers partly explained relations between socially derived goals and students' academic and social goal pursuits.

The role of self- and social directed goals in a problem-based, collaborative learning context

“…Effect sizes (as indicated by Cohen d-values) range from small to medium, with the largest differences occurring for well-being goals (C, F, I, L) and goals with the strongest socially shared dimension: J, K, L. In goals that satisfy both types, the wellbeing directed goals of cell L with social sharing that strong that Others and Self are confounded, the d-value equals 0.57: female students score 7% higher than male students. These outcomes are in line with those in Wentzel et al (2012), that also favour female students, with larger effects for social goals than for learning and performance goals. consequence of the particular educational environment governing the application.…”

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence

“…Peer relationships take on a heightened significance in adolescence (Hartup, 1982; Martin & Dowson, 2009; Wentzel, 2005). Adolescents' feelings of relatedness with classroom peers, including the sense that one belongs to the classroom community (Goodenow, 1993), are associated with perceptions of the classroom motivational climate (Anderman, 2003), achievement motivation (Anderman & Anderman, 1999; Nelson & DeBacker, 2008), school interest (Wentzel, Battle, Russell, & Looney, 2010), prosocial goal pursuit (Wentzel, 1998; Wentzel, Baker, & Russell, 2012), self-efficacy beliefs (Nelson & DeBacker, 2008; Ryan & Patrick, 2001), expectancies for success (Goodenow, 1993), and behavioral and emotional engagement (Furrer & Skinner, 2003). Students who feel less connected to their peers report low emotional engagement in school (Furrer & Skinner, 2003).…”

Configurations of Adolescents' Peer Experiences: Associations With Parent–Child Relationship Quality and Parental Problem Behavior

“…The Multifaceted Nature of Adolescents' Peer Experiences Different research lines have focused on facets of adolescents' peer experiences. For instance, research into peer influence has examined positive domains such as peer prosociality (Barry & Wentzel, 2006) and academic achievement (Wentzel, Baker, & Russell, 2012) but particularly associations between deviant peer behavior and adolescent development have received attention (e.g., Haynie & Osgood, 2005). Substantial estimates of peer influence were yielded even in studies that controlled for selection effects (Knecht, Snijders, Baerveldt, Steglich, & Raub, 2010), which reflect the tendency to affiliate with those whom one perceives as behaviorally similar (Veenstra, Dijkstra, Steglich, & Zalk, 2013).…”