| Title: |
How Do Social Achievement Goals Affect Early Adolescents' Academic Engagement? The Role of Feeling Stressed and Lonely |
| Language: |
English |
| Authors: |
Sungok Serena Shim (ORCID 0000-0003-4729-1530); Yoonjung Cho; C. Addison Helsper; Sarah M. Kiefer; Cen Wang |
| Source: |
Journal of Early Adolescence. 2025 45(6):673-698. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
26 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Middle School Students; Peer Acceptance; Peer Relationship; Social Isolation; Stress Variables; Anxiety; Academic Achievement; Learner Engagement; Student Adjustment; Student Welfare; Correlation |
| DOI: |
10.1177/02724316241273409 |
| ISSN: |
0272-4316; 1552-5449 |
| Abstract: |
Research has established the significance of social achievement goals in shaping adolescents' academic engagement. However, the precise mechanisms underpinning this connection remain incomplete. In two studies involving U.S. middle school students (Study 1 N = 212, Study 2 N = 318), we explored the relationship between social achievement goals, academic adjustment, and the mediating role of social distress and loneliness. High social development goals related to reduced social stress and loneliness, leading to enhanced classroom engagement. In contrast, social demonstration-avoidance goals were linked to elevated loneliness and stress, resulting in diminished classroom engagement. While the mediation effect was unclear for social demonstration-approach goals, they exhibited direct associations with unfavorable classroom engagement indicators. These findings illuminate the intricate dynamics between social achievement goals and academic engagement among early adolescents, emphasizing the role of social distress and loneliness in shaping their classroom experience. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1467706 |
| Database: |
ERIC |