02386nam a22001817a 450000500170000000800410001702200140005810000190007224501180009126000550020930000140026444000710027850500650034952016140041465000800202870000460210885600500215420240108105333.0240108b           ||||| |||| 00| 0 eng d  a0022-0973  aBardach, Lisa   aMultiple Social and Academic Achievement Goalsb: Students’ Goal Profiles and Their Linkages (Journal Article)   aUSA :: Taylor and Francis Groupc, September 2023  a655-675p.  aThe Journal of Experimental Educationv, Volume 91: Number 4, 2023  a***______{For Hard Copy, Please visit Library.}________***

  aAbstract: Students’ engagement in class stems from academic and social motivations, which can be expressed through their academic and social achievement goals. Using a person-centered approach, we investigated the configurations of academic and social achievement goals and their relevance for aspects of students’ academic (achievement, self-concept, goal structures) and social life (bullying, belonging). We relied on data from 1,759 Austrian secondary students. Latent profile analyses based on the students’ academic mastery, performance-approach, and performance-avoidance goals as well as social development, social demonstration-approach, and social demonstration-avoidance goals were conducted. Relations to aspects of students’ social and academic life were investigated through structural equation modeling. We identified five profiles that were each differentially associated with these variables: (a) weak pursuit of all goals, (b) strong mastery and development but weak performance and demonstration goals, (c) strong mastery and development but moderate performance and demonstration goals, (d) strong mastery and strong performance goals paired with strong social development, demonstration-approach, and demonstration-avoidance goals. Findings from additional variable-centered analyses indicated that while profile analyses are helpful to explain how academic and social goals are combined within individuals, researchers primarily interested in explaining differences in students’ academic and social functioning might derive clearer results through variable-centered approaches.  aacademic goals| achievement goals| cluster| latent profile| person-centered  aDaumiller, Martin | Lüftenegger, Marko   uhttps://doi.org/10.1080/00220973.2022.2081959