{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/24246"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/24246","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Translating social motivation into action: The contributions of need for approval to social outcomes in elementary school","abstract":"This research examined how 2nd grade children’s need for approval from peers influenced their social behavior (prosocial behavior, overt and relational aggression, and avoidant behavior) as well as how peers respond to them (popularity, victimization, and exclusion) across a one year span. Need for approval was conceptualized as either the motivation to gain approval or avoid disapproval from peers. Children (N = 526, M age = 7.95, SD = .33) reported on their need for approval and their teachers reported on children’s social outcomes. As anticipated, having an approach orientation, as reflected in positive need for approval, is adaptive by promoting positive outcomes (i.e., popularity) and protecting against negative outcomes (i.e., aggression, victimization, and exclusion). Conversely, an avoidance orientation is more disadvantageous because it places children at risk for negative outcomes (i.e. diminished popularity and heightened aggression, victimization, and exclusion). The current study shows that children’s approach-avoidance orientation contributes to their peer relationships over time, providing specific targets for interventions that optimize children’s peer relationships.","abstract_html":"This research examined how 2nd grade children’s need for approval from peers influenced their social behavior (prosocial behavior, overt and relational aggression, and avoidant behavior) as well as how peers respond to them (popularity, victimization, and exclusion) across a one year span. Need for approval was conceptualized as either the motivation to gain approval or avoid disapproval from peers. Children (N = 526, M age = 7.95, SD = .33) reported on their need for approval and their teachers reported on children’s social outcomes. As anticipated, having an approach orientation, as reflected in positive need for approval, is adaptive by promoting positive outcomes (i.e., popularity) and protecting against negative outcomes (i.e., aggression, victimization, and exclusion). Conversely, an avoidance orientation is more disadvantageous because it places children at risk for negative outcomes (i.e. diminished popularity and heightened aggression, victimization, and exclusion). The current study shows that children’s approach-avoidance orientation contributes to their peer relationships over time, providing specific targets for interventions that optimize children’s peer relationships.","abstract_has_math":false,"creators":["Bohn, Lauren E."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Rudolph, Karen D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-25T14:53:43Z","date_published":"2011-05-25T14:53:43Z","updated_at":"2026-07-22T22:25:23Z","subjects":["peer relations","social behavior","approach-avoidance","social motivation"],"languages":["en"],"rights":["Copyright 2011 Lauren E. Bohn"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/24246","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rudolph, Karen D."]},{"key":"dc:creator","label":"Author","values":["Bohn, Lauren E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-25T14:53:43Z","2011-05"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["peer relations","social behavior","approach-avoidance","social motivation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2011 Lauren E. 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As anticipated, having an approach orientation, as reflected in positive need for approval, is adaptive by promoting positive outcomes (i.e., popularity) and protecting against negative outcomes (i.e., aggression, victimization, and exclusion). Conversely, an avoidance orientation is more disadvantageous because it places children at risk for negative outcomes (i.e. diminished popularity and heightened aggression, victimization, and exclusion). The current study shows that children’s approach-avoidance orientation contributes to their peer relationships over time, providing specific targets for interventions that optimize children’s peer relationships.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2011-02-15T14:36:32Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Bohn_Lauren.doc: 380928 bytes, checksum: e28a318fcc9bd5b45025753474174787 (MD5) Bohn_Lauren.pdf: 556476 bytes, checksum: d5ad8c4ada42d5e7ff8558ca963ec069 (MD5)","Made available in DSpace on 2011-05-25T14:53:43Z (GMT). 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Children (N = 526, M age = 7.95, SD = .33) reported on their need for approval and their teachers reported on children’s social outcomes. As anticipated, having an approach orientation, as reflected in positive need for approval, is adaptive by promoting positive outcomes (i.e., popularity) and protecting against negative outcomes (i.e., aggression, victimization, and exclusion). Conversely, an avoidance orientation is more disadvantageous because it places children at risk for negative outcomes (i.e. diminished popularity and heightened aggression, victimization, and exclusion). 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Bohn"],"dc:subject":["peer relations","social behavior","approach-avoidance","social motivation"],"dc:title":["Translating social motivation into action: The contributions of need for approval to social outcomes in elementary school"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:23Z"}