Social goals, social behavior, and social status in middle childhood.
This study examines motivational precursors of social status and the applicability of a dual-component model of social competence to middle childhood. Concurrent and longitudinal relationships between self-reported social goals (social development, demonstration-approach, demonstration-avoid goal orientations), teacher-rated prosocial and aggressive behavior, and peer nominations of social status (preference, popularity) were examined over the course of an academic year among 980 3rd- to 5th-grade children. Findings support dual-component expectations. Confirmatory factor analyses verified the expected 3-factor structure of social goals and 2-factor structure of social status. Structural equation modeling (SEM) found that (a) social development goals were associated with prosocial behavior and increased preference, and (b) demonstration-approach goals were associated with aggressive behavior and increased popularity. Demonstration-avoid goals were associated with a popularity decrease. SEMs were invariant across grade, gender, and ethnicity. Discussion concerns the potential risks of high social status, extensions to the dual-component model, and the generality of an achievement goal approach to child social development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Rodkin, Philip C., Allison M. Ryan, Rhonda Jamison, and Travis Wilson. 2013. "Social goals, social behavior, and social status in middle childhood." Developmental Psychology 49(6): 1139-1150.
American Psychological Association
Childhood development, Goals, Social skills, Aggressive behavior, Prosocial behavior, Psychosocial development, Motivation