Relationships between students' achievement goals and social positioning in the classroom DOI Creative Commons
Alla Hemi, Nir Madjar, Yisrael Rich

и другие.

British Journal of Educational Psychology, Год журнала: 2025, Номер unknown

Опубликована: Март 8, 2025

Academic achievement goals are important for student outcomes, including their well-being, collaboration with peers, and academic achievement. Theory research also indicate that linked to students' social context, playing a role in forming maintaining peer relationships within the school environment. We examined between positioning networks. Specifically, we hypothesized mastery approach positively associated, performance avoidance negatively associated network centrality classroom. 472 high-school students (52% female; Mage = 15.71) from 23 classrooms participated study. Multilevel Social Network Analysis calculated based on sociometric data. Students higher levels of tended be more central classroom, reaching out peers (out-degree), closer (closeness) connecting classmates who not directly connected (betweenness). On other hand, reached (out-degree) but were less by (in-degree). enhanced might try engage interactions these attempts appear ineffective. These findings help illustrate contribution classroom provide insight interventions support both adaptive

Язык: Английский

Relationships between students' achievement goals and social positioning in the classroom DOI Creative Commons
Alla Hemi, Nir Madjar, Yisrael Rich

и другие.

British Journal of Educational Psychology, Год журнала: 2025, Номер unknown

Опубликована: Март 8, 2025

Academic achievement goals are important for student outcomes, including their well-being, collaboration with peers, and academic achievement. Theory research also indicate that linked to students' social context, playing a role in forming maintaining peer relationships within the school environment. We examined between positioning networks. Specifically, we hypothesized mastery approach positively associated, performance avoidance negatively associated network centrality classroom. 472 high-school students (52% female; Mage = 15.71) from 23 classrooms participated study. Multilevel Social Network Analysis calculated based on sociometric data. Students higher levels of tended be more central classroom, reaching out peers (out-degree), closer (closeness) connecting classmates who not directly connected (betweenness). On other hand, reached (out-degree) but were less by (in-degree). enhanced might try engage interactions these attempts appear ineffective. These findings help illustrate contribution classroom provide insight interventions support both adaptive

Язык: Английский

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