{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79982"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79982","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Beliefs About the Causes of Social Success: Development During Early Adolescence, Consequences for Students' Social Goals, and Variations by Gender and Ethnicity","abstract":"The present study investigated the development of beliefs about social success and the impact of beliefs on subsequent social goals (dominance, popularity and intimacy) for early adolescents in urban, low-income schools. Self-reports of beliefs about social success in the fall of the sixth grade were used to predict subsequent social goals across the sixth grade (elementary school) and seventh grade (middle school) (N = 731; 53% females; 53% African American, 47% white). In line with hypotheses, there were significant changes in beliefs about social success during early adolescence, and beliefs explained changes in subsequent social goals. Sincere and responsible beliefs decreased significantly, while status, tough, and pretend to care beliefs increased significantly across the two years. Tough and pretend to care beliefs explained changes in dominance goals. In contrast, status beliefs explained changes in popularity goals, and sincere beliefs explained changes in intimacy goals. There were also gender and ethnic differences in the development of beliefs about social success as well as the impact of beliefs on social goals. Thus, this study expands our understanding of social motivation and development during early adolescence by highlighting dramatic changes in beliefs about social success and the unique impact of beliefs on subsequent social goals, and has implications for supporting students' social goals in school.","abstract_html":"The present study investigated the development of beliefs about social success and the impact of beliefs on subsequent social goals (dominance, popularity and intimacy) for early adolescents in urban, low-income schools. Self-reports of beliefs about social success in the fall of the sixth grade were used to predict subsequent social goals across the sixth grade (elementary school) and seventh grade (middle school) (N = 731; 53% females; 53% African American, 47% white). In line with hypotheses, there were significant changes in beliefs about social success during early adolescence, and beliefs explained changes in subsequent social goals. Sincere and responsible beliefs decreased significantly, while status, tough, and pretend to care beliefs increased significantly across the two years. Tough and pretend to care beliefs explained changes in dominance goals. In contrast, status beliefs explained changes in popularity goals, and sincere beliefs explained changes in intimacy goals. There were also gender and ethnic differences in the development of beliefs about social success as well as the impact of beliefs on social goals. Thus, this study expands our understanding of social motivation and development during early adolescence by highlighting dramatic changes in beliefs about social success and the unique impact of beliefs on subsequent social goals, and has implications for supporting students' social goals in school.","abstract_has_math":false,"creators":["Kiefer, Sarah Marie"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Ryan, Allison"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:54:48Z","date_published":"2015-09-25T19:54:48Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Elementary"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3269942"],"render_values":[{"text":"(MiAaPQ)AAI3269942","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79982","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":["Kiefer, Sarah Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:54:48Z","10000-01-01","2007"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"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, Elementary"]}]},{"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/2142/79982","(MiAaPQ)AAI3269942"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The present study investigated the development of beliefs about social success and the impact of beliefs on subsequent social goals (dominance, popularity and intimacy) for early adolescents in urban, low-income schools. Self-reports of beliefs about social success in the fall of the sixth grade were used to predict subsequent social goals across the sixth grade (elementary school) and seventh grade (middle school) (N = 731; 53% females; 53% African American, 47% white). In line with hypotheses, there were significant changes in beliefs about social success during early adolescence, and beliefs explained changes in subsequent social goals. Sincere and responsible beliefs decreased significantly, while status, tough, and pretend to care beliefs increased significantly across the two years. Tough and pretend to care beliefs explained changes in dominance goals. In contrast, status beliefs explained changes in popularity goals, and sincere beliefs explained changes in intimacy goals. There were also gender and ethnic differences in the development of beliefs about social success as well as the impact of beliefs on social goals. Thus, this study expands our understanding of social motivation and development during early adolescence by highlighting dramatic changes in beliefs about social success and the unique impact of beliefs on subsequent social goals, and has implications for supporting students' social goals in school.","Made available in DSpace on 2015-09-25T19:54:48Z (GMT). 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Self-reports of beliefs about social success in the fall of the sixth grade were used to predict subsequent social goals across the sixth grade (elementary school) and seventh grade (middle school) (N = 731; 53% females; 53% African American, 47% white). In line with hypotheses, there were significant changes in beliefs about social success during early adolescence, and beliefs explained changes in subsequent social goals. Sincere and responsible beliefs decreased significantly, while status, tough, and pretend to care beliefs increased significantly across the two years. Tough and pretend to care beliefs explained changes in dominance goals. In contrast, status beliefs explained changes in popularity goals, and sincere beliefs explained changes in intimacy goals. There were also gender and ethnic differences in the development of beliefs about social success as well as the impact of beliefs on social goals. Thus, this study expands our understanding of social motivation and development during early adolescence by highlighting dramatic changes in beliefs about social success and the unique impact of beliefs on subsequent social goals, and has implications for supporting students' social goals in school.","Made available in DSpace on 2015-09-25T19:54:48Z (GMT). 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