ArticleThe British journal of educational psychology2025
Relationships between students' achievement goals and social positioning in the classroom.
Article in The British journal of educational psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Reciprocal Associations Between Achievement Goals and Cooperative/Competitive Attitudes Over Time: Links to Stress and Achievement.Journal of youth and adolescence · 2026Article
- Profiles of Social Achievement Goals Among Korean High School Students: Associations with Academic Achievement Goals and Emotions.Behavioral sciences (Basel, Switzerland) · 2026Article
- Relationships between students' achievement goals and social positioning in the classroom.The British journal of educational psychology · 2025Article
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Authors and funding
4 authors.
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Abstract
backgroundAcademic achievement goals are important for student outcomes, including their well-being, collaboration with peers, and academic achievement. Theory and research also indicate that achievement goals are linked to students' social context, playing a role in forming and maintaining peer relationships within the school environment.
aimsWe examined relationships between students' achievement goals and their positioning in social networks. Specifically, we hypothesized that mastery approach goals are positively associated, and performance avoidance goals are negatively associated with social network centrality in the classroom. SAMPLE: 472 high-school students (52% female; M
methodsMultilevel Social Network Analysis examined relationships between academic achievement goals and social network centrality calculated based on sociometric data.
resultsStudents with higher levels of mastery approach goals tended to be more central in the classroom, reaching out to more peers (out-degree), closer to their peers (closeness) and connecting classmates who are not directly connected (betweenness). On the other hand, students with higher levels of performance avoidance goals reached out to more classmates (out-degree) but were reached out to less by their peers (in-degree).
conclusionsStudents with enhanced performance avoidance goals might try to engage in more social interactions with their peers, but these attempts appear to be ineffective. These findings help illustrate the contribution of achievement goals to students' social positioning in the classroom and provide insight for interventions to support both adaptive achievement goals and central social positioning in the classroom.
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