Social Status and Wanting Popularity: Different Relationships with Academic Motivation and Achievement

Autor/inn/en	Jones, Martin H.; Cooke, Toby J.
Titel	Social Status and Wanting Popularity: Different Relationships with Academic Motivation and Achievement
Quelle	In: Social Psychology of Education: An International Journal, 24 (2021) 5, S.1281-1303 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-021-09653-8
Schlagwörter	Social Status; Student Motivation; Academic Achievement; High School Students; Grade 9; Grade 10; Grade 11; Grade 12; Grade Point Average; Language Arts; Goal Orientation + Suchen Sie Ihr Suchwort? Sozialer Status; Schulische Motivation; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Sprachkultur; Zielorientierung; Zielvorstellung
Abstract	The academic consequences of being popular are well established, but much less is known about the academic consequences of desiring to be popular. Extant research on popularity goals only focuses on the implications for students' school engagement, help-seeking, and academic achievement. The current study expands these findings by examining the interplay between social status, popularity goals, academic motivation, and academic performance. The current study examined 349 9th-12th graders from a single US school using a questionnaire assessing students' social status, popularity goals, academic achievement goals, and mindset as well as overall GPA and language arts achievement. The results suggest that social status and popularity goals have different academic motivation and achievement outcomes, with social status relating to achievement and popularity goals aligning with performance goals. Thus, having social status and having popularity goals may have key and differential implications for academic outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01