Abstract
This study investigated the relations between early adolescents' academic motivational orientations and an aspect of quality of friendship: intimacy. Two-hundred and three Jewish-Israeli seventh grade students responded to surveys asking them about their academic achievement goals and about characteristics of their friendships. Variable-centered regression analyses suggested that mastery goals were positively associated with mutual sharing of difficulties, trust, and adaptive social problem-solving between friends, whereas performance-approach goals were negatively associated with intimacy friendship. Moreover, both performance-approach and performance-avoidance goals were associated with mistrust, inconsideration, and tension between friends. A person-centered analysis, employing cluster analysis, suggested that profiles with a higher level of mastery goals relative to both types of performance goals were associated with less mistrust among friends in comparison with profiles with a higher level of performance goals relative to mastery goals. The findings point to the connection between academic motivation and social relationships in school.
Original language | English |
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Pages (from-to) | 231-252 |
Number of pages | 22 |
Journal | Contemporary Educational Psychology |
Volume | 32 |
Issue number | 2 |
DOIs | |
State | Published - 1 Apr 2007 |
Keywords
- Adolescence
- Friendship
- Intimacy
- Motivation
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology