Linking social interdependence preferences to achievement goal adoption

Andrew J. Elliot, Nawal Aldhobaiban, Ahmed Kobeisy, Kou Murayama, Małgorzata A. Gocłowska, Stephanie Lichtenfeld, Aber Khayat

Research output: Contribution to journalArticlepeer-review

11 Citations (Scopus)

Abstract

Social interdependence theory and the 2 × 2 achievement goal framework represent two important literatures that are often studied independently. The present research examined general social interdependence attitudes in school (cooperative, competitive, and individualistic) as antecedents of individuals' situation-specific (semester- or class-focused) achievement goal adoption. All three studies consistently found that a cooperative attitude positively predicted mastery-approach goals, a competitive attitude positively predicted performance-approach and performance-avoidance goals, and an individualistic attitude positively predicted mastery-approach goals. The only anticipated relation that did not emerge consistently was that of an individualistic attitude as a positive predictor of mastery-avoidance goals. Implications of the present work for future empirical and theoretical development both in the social interdependence and the achievement goal literature are discussed.

Original languageEnglish
Pages (from-to)291-295
Number of pages5
JournalLearning and Individual Differences
Volume50
Early online date17 Aug 2016
DOIs
Publication statusPublished - Aug 2016

Keywords

  • Achievement goals
  • Competitive
  • Cooperative
  • Individualistic
  • Social interdependence

ASJC Scopus subject areas

  • Social Psychology
  • Education
  • Developmental and Educational Psychology

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