Abstract
Recent findings indicate that the goals people pursue in social contexts can affect their adjustment and behavior. The purpose of this study was to explore individual factors (social self-efficacy, gender, and scholastic achievements), and contextual factors (peer motivational climate, goal structures, and the size of the social peer group) associated with social goals among students. The participants were 855 middle-school students (7th to 9th grade) sampled from 36 different classes (nine schools) across Israel. Social network analysis revealed 105 peergroups within classes. Hierarchical linear modeling (HLM) indicated a positive association between social self-efficacy and mastery and a performance-approach to social goals. The interaction between social self-efficacy and peer-group size indicated a stronger effect in bigger groups. Peer motivational climate and goal structures were also associated with social goals, as hypothesized. These findings emphasize the importance of social-educational contextual factors for social motivation in adolescents.
Translated title of the contribution | Social motivation and self-efficacy in an educational context:: A social network-based model of hierarchy in the classroom |
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Original language | Hebrew |
Pages (from-to) | 67-91 |
Number of pages | 24 |
Journal | Dapim |
Volume | 73 |
State | Published - 2020 |
IHP publications
- ihp
- Classroom environment
- Goal (Psychology)
- Interpersonal relations
- Motivation (Psychology)
- School children
- Self-efficacy
- Social groups
- Social networks
- Social psychology
- Teachers