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Does enjoying friendship help or impede academic achievement? Academic and social intrinsic value profiles predict academic achievement

Published on Feb 7, 2018in Educational Psychology1.254
· DOI :10.1080/01443410.2017.1392007
Eunjin Seo2
Estimated H-index: 2
(Texas State University),
You-kyung Lee3
Estimated H-index: 3
(MSU: Michigan State University)
Sources
Abstract
AbstractWe examine the intrinsic value students placed on schoolwork (i.e. academic intrinsic value) and social relationships (i.e. social intrinsic value). We then look at how these values predict middle and high school achievement. To do this, we came up with four profiles based on cluster analyses of 6,562 South Korean middle school students. The four are made up of students who are (1) high in both academic and social intrinsic values (Both-High), (2) high in academic and low in social intrinsic value (Academic), (3) low in academic and high in social intrinsic value (Social) and (4) low in both academic and social intrinsic values (Both-Low). For middle schoolers, the highest academic achievement scores belong to students fitting the Academic profile. For high schoolers, however, such scores belong to two profile groups – the Academic and Both-High profiles. The findings suggest that one component fundamentally important to academic achievement is academic intrinsic value.
  • References (78)
  • Citations (2)
References78
Newest
#1Jongho Shin (SNU: Seoul National University)H-Index: 9
#2Eunjin Seo (University of Texas at Austin)H-Index: 3
Last. Hyeyoung Hwang (UNC: University of North Carolina at Chapel Hill)H-Index: 2
view all 3 authors...
Research on perceived instrumentality of students’ academic work for attaining life goals has shown to have positive effects on academic achievement and motivation The purpose of the study was to examine the changes in perceived instrumentality over time and to identify how significant others such as parents, teachers and peers affect changes in perceived instrumentality. The variables of gender, prior achievement levels, academic pressure and socioeconomic status, which had significant influenc...
2 CitationsSource
#1Gregory Arief D. Liem (NTU: Nanyang Technological University)H-Index: 20
Background Students’ pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Aims Guided by multiple-goal perspectives, this study examined the role of academic and social achievement goals in outcome variables relevant to academic (achievement, effort/persistence), social (peer relationship satisfaction, loneliness), ...
22 CitationsSource
This study examined the role that everyday academic successes and failures—and the interactions with family members and peers that follow these events—play in predicting day-to-day changes in children's emotional responses to school. Middle school students (N = 101; mean age = 11.62 years) completed daily assessments of their academic experiences, performance disclosures, perceptions of emotional support, and school-related affect. Data were analyzed using hierarchical linear modeling. Results i...
6 CitationsSource
The authors used a person-centered, longitudinal approach to identify and evaluate naturally occurring combinations of intrinsic and extrinsic motivations among 490 third- through fifth-grade students. Cluster analysis revealed 3 groups, characterized by high levels of both motivations (high quantity): high intrinsic motivation but low extrinsic motivation (primarily intrinsic) and low intrinsic motivation but high extrinsic motivation (primarily extrinsic). Analyses of stability and change in c...
31 CitationsSource
#2Jessica M. Nicklin (UHart: University of Hartford)H-Index: 12
Last. Michael T. Ford (SUNY: State University of New York System)H-Index: 14
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More than 4 decades of research and 9 meta-analyses have focused on the undermining effect: namely, the debate over whether the provision of extrinsic incentives erodes intrinsic motivation. This review and meta-analysis builds on such previous reviews by focusing on the interrelationship among intrinsic motivation, extrinsic incentives, and performance, with reference to 2 moderators: performance type (quality vs. quantity) and incentive contingency (directly performance-salient vs. indirectly ...
401 CitationsSource
#1Sungok Serena Shim (BSU: Ball State University)H-Index: 16
#2W. Holmes Finch (BSU: Ball State University)H-Index: 14
Abstract Middle school students pursue both academic and social goals. How to coordinate those strivings has important implications for students' academic and social adjustment at school. Confirmatory factor latent class analysis including both academic and social goals was conducted on the data from 440 middle school students. Analyses identified 3 latent classes based on academic goal orientation, and 2 social goal classes, resulting in a total of 6 (3 × 2) distinct latent groups. Subsequent a...
43 CitationsSource
#1Yan Li (DePaul University)H-Index: 14
#2Michelle F. Wright (Masaryk University)H-Index: 16
Peer status is an important aspect of adolescents’ social lives and is pursued actively by them. Although extensive research has examined how social behaviors are related to peer status (e.g., social preference, popularity), little attention has been given to adolescents’ social goals to obtain a desired peer status. Thus, this study examined two types of social status goals, popularity goal and social preference goal, and their relationships to social status insecurity and social behaviors amon...
39 CitationsSource
#1Lisa Linnenbrink-Garcia (Duke University)H-Index: 21
#2Erika A. Patall (University of Texas at Austin)H-Index: 21
Last. Emily E. MessersmithH-Index: 1
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There is a growing body of research on situational interest ( SI). Yet, we still know relatively little about how SI is supported in the classroom and the academic benefits of SI. Aim The current study investigated (1) contextual antecedents of SI; (2) potential benefits of SI for academic outcomes; and (3) SI as a mediator of classroom practices to academic outcomes. Sample Participants were 126 male and female adolescents (mean age = 14.6 years) who took part in a science course during a 3-wee...
61 CitationsSource
#1Christopher O. Walker (University of Science and Arts of Oklahoma)H-Index: 4
#2Tina D. WinnH-Index: 2
Last. Rachel M. LutjensH-Index: 1
view all 3 authors...
The purpose of the current study was to examine the relationships among social and academic achievement goals and the route to happiness selected by a sample of college students. According to Waterman (1993) there are two distinct routes to happiness: eudaimonia and hedonic enjoyment. Hedonic enjoyment has been defined as the pursuit of proximal goals and immediate pleasure, while eudaimonia is best defined as the long-term commitment to pursue “self-realization” (Waterman, 1993). A sample of 13...
7 CitationsSource
#1Stephanie V. Wormington (Reed College)H-Index: 9
#2Jennifer Henderlong Corpus (Reed College)H-Index: 11
Last. Kristen G. Anderson (Reed College)H-Index: 26
view all 3 authors...
Abstract This study used a person-centered approach to identify naturally occurring combinations of intrinsic motivation and controlled forms of extrinsic motivation (i.e., introjected and external regulation) and their correlates in an academic context. 1061 high school students completed measures of academic motivation, performance, and school-related correlates. Cluster analysis revealed four motivational profiles characterized by comparably high levels of all types of motivation ( high quant...
49 CitationsSource
Cited By2
Newest
#1You-kyung Lee (Sookmyung Women's University)
#2Eunjin Seo (University of Texas at Austin)H-Index: 3
BACKGROUND Students' motivation generally declines over time. Some researchers have suggested that the parallel decline in academic self-efficacy and values may be as a result of the longitudinal reciprocal relations between these two motivational constructs. However, little empirical evidence has supported this speculation. Further, all prior evidence has been provided based on samples of students from Western countries (Europe, United States). AIMS The current study was designed to examine the...
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#1You-kyung Lee (Sookmyung Women's University)
#2Eunjin Seo (Texas State University)H-Index: 2
Abstract Implicit theories of intelligence play an important role in students’ academic motivation and achievement. This longitudinal study examined how the trajectories of implicit theories of intelligence from Grade 8 to Grade 10 were related to Grade 12 SAT achievement via Grade 11 achievement goals. We employed parallel process models to examine changing patterns of Korean students’ (N = 6,491) entity and incremental theories over three years. Results showed that both entity and incremental ...
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#1Eunjin Seo (Texas State University)H-Index: 2
#2Yishan Shen (Texas State University)H-Index: 9
Last. Aprile D. Benner (University of Texas at Austin)H-Index: 19
view all 3 authors...
Abstract Previous studies often document that Black and Latinx adolescents demonstrate considerable positive self-concept despite their low academic achievement. We critically reviewed two common psychological explanations for this paradoxical phenomenon: selective devaluation hypothesis (lower value placed in schoolwork protects their self-concept) and external attribution hypothesis (external attribution of poor achievement protects their self-concept). For a deeper understanding of Black and ...
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