Linking social interdependence preferences to achievement goal adoption

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.