Journal of Experimental Education vol:77 issue:3 pages:285-307
The authors investigated the relation between social achievement goals (A. M. Ryan & S. S. Shim, 2006) and aspects of students' socio-emotional adjustment in a sample or elementary school students. Structural equation modeling analyses revealed that after controlling for levels of prosocial skills, a social development goal was positively related to perceived belongingness and negatively related to perceptions of loneliness at school. In contrast, a social demonstration-avoid goal was positively associated with perceptions of loneliness, whereas a social demonstration-approach goal was negatively associated with peer acceptance. Last, prosocial skills were positively related to students' peer acceptance, which was negatively associated with feelings of loneliness. The results and their implications on students' school adjustment are discussed within the social achievement goal framework.