{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79750"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79750","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A Model of Social Achievement Goal Orientations","abstract":"This dissertation evaluated a model of social goal orientations. This model was based on findings in social goals research and extended from current models of academic achievement goal orientations is presented. The model consists of three goal orientations, mastery, performance-approach and performance-avoidance. A social mastery orientation focuses on having positive and supportive relationships, and on building the skills to maintain them. A performance-approach orientation is focused on demonstrating to others one's social prestige. A performance-avoidance orientation is focused on demonstrating to others that one is not socially inept. The model was investigated using a sample of 273 college undergraduates. The sample was 77 percent Caucasian, nine percent Asian, six percent African-American, 5 percent Latino/Latina, two percent Native American, and 72 percent female. Results of confirmatory factor analyses support the hypothesized model. Relations of individual social goal orientations suggest social mastery to be the most adaptive in relation to self-efficacy and anxiety in both social and academic situations. In particular, a social performance-avoidance orientation was detrimental to both social and academic functioning. Further analyses of goal profiles support findings in previous research that combinations of goal orientations, particularly social mastery and performance-approach may be adaptive in some situations. The inclusion of social goal orientations in achievement goal theory is an important step in understanding how social achievement motivation relates to and impacts achievement in a college setting.","abstract_html":"This dissertation evaluated a model of social goal orientations. This model was based on findings in social goals research and extended from current models of academic achievement goal orientations is presented. The model consists of three goal orientations, mastery, performance-approach and performance-avoidance. A social mastery orientation focuses on having positive and supportive relationships, and on building the skills to maintain them. A performance-approach orientation is focused on demonstrating to others one's social prestige. A performance-avoidance orientation is focused on demonstrating to others that one is not socially inept. The model was investigated using a sample of 273 college undergraduates. The sample was 77 percent Caucasian, nine percent Asian, six percent African-American, 5 percent Latino/Latina, two percent Native American, and 72 percent female. Results of confirmatory factor analyses support the hypothesized model. Relations of individual social goal orientations suggest social mastery to be the most adaptive in relation to self-efficacy and anxiety in both social and academic situations. In particular, a social performance-avoidance orientation was detrimental to both social and academic functioning. Further analyses of goal profiles support findings in previous research that combinations of goal orientations, particularly social mastery and performance-approach may be adaptive in some situations. The inclusion of social goal orientations in achievement goal theory is an important step in understanding how social achievement motivation relates to and impacts achievement in a college setting.","abstract_has_math":false,"creators":["Hopkins, Nathaniel B."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Ryan, Allison"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:53:22Z","date_published":"2015-09-25T19:53:22Z","updated_at":"2026-07-22T22:26:12Z","subjects":["Education, Educational Psychology"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3101866"],"render_values":[{"text":"(MiAaPQ)AAI3101866","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79750","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ryan, Allison"]},{"key":"dc:creator","label":"Author","values":["Hopkins, Nathaniel B."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:53:22Z","10000-01-01","2003"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"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":["Education, Educational Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79750","(MiAaPQ)AAI3101866"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This dissertation evaluated a model of social goal orientations. This model was based on findings in social goals research and extended from current models of academic achievement goal orientations is presented. The model consists of three goal orientations, mastery, performance-approach and performance-avoidance. A social mastery orientation focuses on having positive and supportive relationships, and on building the skills to maintain them. A performance-approach orientation is focused on demonstrating to others one's social prestige. A performance-avoidance orientation is focused on demonstrating to others that one is not socially inept. The model was investigated using a sample of 273 college undergraduates. The sample was 77 percent Caucasian, nine percent Asian, six percent African-American, 5 percent Latino/Latina, two percent Native American, and 72 percent female. Results of confirmatory factor analyses support the hypothesized model. Relations of individual social goal orientations suggest social mastery to be the most adaptive in relation to self-efficacy and anxiety in both social and academic situations. In particular, a social performance-avoidance orientation was detrimental to both social and academic functioning. Further analyses of goal profiles support findings in previous research that combinations of goal orientations, particularly social mastery and performance-approach may be adaptive in some situations. The inclusion of social goal orientations in achievement goal theory is an important step in understanding how social achievement motivation relates to and impacts achievement in a college setting.","Made available in DSpace on 2015-09-25T19:53:22Z (GMT). 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This model was based on findings in social goals research and extended from current models of academic achievement goal orientations is presented. The model consists of three goal orientations, mastery, performance-approach and performance-avoidance. A social mastery orientation focuses on having positive and supportive relationships, and on building the skills to maintain them. A performance-approach orientation is focused on demonstrating to others one's social prestige. A performance-avoidance orientation is focused on demonstrating to others that one is not socially inept. The model was investigated using a sample of 273 college undergraduates. The sample was 77 percent Caucasian, nine percent Asian, six percent African-American, 5 percent Latino/Latina, two percent Native American, and 72 percent female. Results of confirmatory factor analyses support the hypothesized model. 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