Social Goals and Well-Being

King, Ronnel B.

doi:10.1080/00220973.2015.1111853

Cited by 10 publications

(7 citation statements)

References 79 publications

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“…The importance of group learning and peer and social support for learning seem to be endorsed in most societies nowadays (see also Dowson, McInerney, and Nelson 2006;Meece, Anderman, and Anderman 2006). The strong endorsement of social goals across the cultural groups highlights the anomaly that social goals are still relatively marginalized in the education research literature on motivation, although increasing international research is examining the role of social goals in engaged learning (King 2017;King, McInerney, and Watkins 2013;King, Ganotice, and Watkins 2014;Liem 2016).…”

Section: Discussion Of the Findingsmentioning

confidence: 99%

“…In the present study, Personal Investment Theory (PIT) (Maehr 1984;Urdan and Maehr 1995) is used as theoretical framework to elaborate on different forms of school motivation among individuals in Western and non-Western societies. Maehrs' ideas on personal goals are particularly suitable for any analysis of motivation in cross-cultural settings (see King andMcInerney 2012, 2014). In Eastern samples, the salience of social (solidarity) goals and extrinsic goals in achievement settings may be at least as important as the oft-studied mastery and performance goals in, for example, achievement goal theory (Elliot and McGregor 2001).…”

Section: Cultural Differences In School Motivationmentioning

confidence: 99%

“…Multigroup CFAs were conducted to test the invariance of the ISM across the cultural groups, across both gender groups and across gender within each cultural group. WLSMV estimation was used in all analyses; Muthén & Muthén, 1998-2017. Several goodness-of-fit indices were used to determine the model fit, including: chisquare statistic, root mean square error of approximation (RMSEA), Tucker-Lewis index (TLI), and comparative fit index (CFI).…”

Section: Analysesmentioning

confidence: 99%

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Gender and cultural differences in school motivation

Korpershoek

King

McInerney

et al. 2019

Research Papers in Education

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The purpose of this research was to explore gender differences and cultural differences in school motivation among students from eight culturally diverse groups from Western and non-Western societies. The selected groups come from Hong Kong, the Philippines, Singapore, Australia, the Netherlands, and Qatar. More than 10,000 secondary school students reported their mastery, performance, social, and extrinsic motivation. Results showed (very) small to moderately large gender differences, which were largely in line with prior research in Western societies. Moreover, significant differences in school motivation across the eight cultural groups were found, however, only the Qatari sample strongly deviated from the other samples. In all cultural groups, females had slightly higher scores on mastery motivation and social motivation (except for Qatari students), and in several Western and non-Western samples, males had slightly higher scores on performance motivation. Gender differences in extrinsic motivation were less straightforward.

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Section: Discussion Of the Findingsmentioning

confidence: 99%

Section: Cultural Differences In School Motivationmentioning

confidence: 99%

Section: Analysesmentioning

confidence: 99%

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Gender and cultural differences in school motivation

Korpershoek

King

McInerney

et al. 2019

Research Papers in Education

Self Cite

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“…There is a growing number of studies indicating that student goal orientations may be influential not only on achievement but also on adolescent well-being and mental health. Some studies indicate that different goal orientations may trigger different cognitive, behavioural and coping processes strongly related to adolescent health and well-being (Dykman 1998;King 2017). The research show that growth seeking (mastery) orientations are positively associated with subjective wellbeing (Tian et al 2017;Yi et al 2019), while validation seeking (performance) tend to show negative associations, in general (Sideridis 2005;Tuominen-Soini et al 2008).…”

Section: Introductionmentioning

confidence: 93%

Student achievement goals and psychosomatic health complaints among Swedish adolescents: the role of sex

Bergh

Giota

2020

J Public Health (Berl.)

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Aim School related determinants (e.g. student motivation and goals) may be important for student achievement as well as their mental health. Therefore, the aim of this study was to analyse the links between two goal orientations (mastery and performance) and psychosomatic health problems by investigating the general patterns as well as the patterns for specific classifications of students, in particular by investigating the potential statistical interaction effects by gender. Subject and methods Swedish nationally representative data among 4573 school year 9 students (15-16 years old) responding to the Evaluation Through Follow-up (ETF) questionnaire, in 2014, were used. Linear regression analysis as well as multinomial logistic regression were applied in order to address the research questions. Results Both the mastery orientation and the performance orientation are independently associated with adolescent psychosomatic health problems. The links between these goal orientations and psychosomatic health show different patterns. The mastery goal orientation may be considered a protective factor as there is a negative link to psychosomatic problems; the performance orientation may be considered a risk factor due to the positive association with psychosomatic health problems. The effect of performance orientation on psychosomatic health complaints was significantly stronger for girls (OR = 4.28) compared to boys (OR = 2.04). In particular, low mastery/high performance students may be at risk for experiencing poor psychosomatic health. Conclusion Adolescent psychosomatic health may be improved by the encouragement of student goals related to adaptive and successful goal profiles such as mastery orientation.

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“…Some of this research has elaborated on constructs such as relational self‐esteem (Du, King, & Chi, , ), filial piety (Chen, Yan, & Chen, ; Sun, Liu, Jiang, & Qian, ), and collectivist coping styles (Hu, Bernardo, Lam, & Cheang, ; Siu & Chang, ) to explore and explain adjustment and well‐being of students. Other research studies have contextualized constructs such as social‐oriented achievement motivations (King, ; Tao & Hong, ), obligation‐oriented effort beliefs (Chen, Fwu, Wei, & Wang, ; Fwu, Wang, Chen, & Wei, ), and deep memorization (Kember, ; Tan, ) to better understand motivation and learning. In doing so, studies like these help to broaden the conceptual spaces for critical thinking about how students learn and thrive in schools by expanding the range of constructs and/or clarifying how the meaning of specific constructs are embedded in cultural knowledge and practices.…”

Section: Strengths or Positive Indicatorsmentioning

confidence: 99%

Internationalization within school and educational psychology: Perspectives about positive indicators, critical considerations, and needs

Bernardo

Begeny

Earle

et al. 2018

Psychology in the Schools

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As the final paper within this special issue on Internationalization in School and Educational Psychology, this paper documents broad perspectives about internationalization from multiple school and educational psychologists who have worked in various contexts (e.g., in different professional roles and geographic locations). Based upon three core questions that contributors responded to, the paper systematically integrates all perspectives according to two primary categories: Strengths or Positive Indicators and Considerations, Concerns, and Needs. The former category is discussed with respect to three themes that emerged from contributors’ responses: (1) internationally focused scholarship, (2) presence and work of international organizations, and (3) study abroad, exchange, and international collaboration. The category pertaining to concerns and needs was also thematically summarized according to three topics: (1) power, paternalism, and neoliberalism, (2) paucity of critical dialogue and research, and (3) linguistic and financial barriers to internationalization. From the shared perspectives, concluding remarks are presented in the context of how the discipline can continue discourse and activities that, through internationalization, help to offer more equitable opportunities for professionals in the field and the communities they work to support.

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Social Goals and Well-Being

Cited by 10 publications

References 79 publications

Gender and cultural differences in school motivation

Gender and cultural differences in school motivation

Student achievement goals and psychosomatic health complaints among Swedish adolescents: the role of sex

Internationalization within school and educational psychology: Perspectives about positive indicators, critical considerations, and needs

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