Differential prospective relationships of social-oriented and individual-oriented achievement motivations with achievement goals and affective wellbeing: A 1-year follow-up study |
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| Institution: | 1. Department of Psychology, Faculty of Social Sciences, University of Macau, Macao, China;2. Faculty of Education, University of Macau, Macao, China;3. School of Teacher Education, Nanjing Xiaozhuang University, Nanjing, China;4. Centre for Cognitive and Brain Sciences, University of Macau, Macao, China;1. Jagiellonian University, Department of Philosophy, Institute of Psychology, Poland;2. University of Maryland, College Park, Department of Psychology, USA;1. Faculty of Psychology, Tianjin Normal University, China;2. School of Psychology, Central China Normal University, China;3. Department of Psychological and Brain Sciences, University of California, Santa Barbara, USA;1. School of Psychology, Shenzhen University, China;2. College of Education, Wenzhou University, China;1. Institute of Educational Research, School of Education, University of Wuppertal, Germany;2. Institute for Educational Analysis Baden-Württemberg (IBBW), Stuttgart, Germany;3. Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany;1. Institute of Education, Xiamen University, 422 Siming South Road, Xiamen, 361005, China;2. School of Sociology and Anthropology, Xiamen University, 422 Siming South Road, Xiamen, 361005, China |
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| Abstract: | This study aimed to investigate the differential prospective relationships of social-oriented achievement motivation (SOAM) and individual-oriented achievement motivation (IOAM) with student's adoption of specific achievement goals and their affective wellbeing (AWB). A total of 332 Chinese university students (Mage = 19.139; Female = 75%) voluntarily participated in the baseline and the 1-year follow-up surveys of this study. The factor score path analysis results showed statistically significant positive paths from SOAM and IOAM at baseline to performance goals and mastery goals, respectively, at follow-up. Moreover, a statistically significant positive path was found from SOAM at baseline to negative affective experiences, at follow-up, and no association was found between IOAM and AWB, after controlling for achievement goals. The findings suggest the usefulness of raising educators' and parents' awareness regarding the double-edged sword of utilizing socially valued motives to promote performance approach goals in individuals because such values potentially lowering their psychological wellbeing. |
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| Keywords: | Achievement motivation orientations Social-oriented achievement motivation Achievement goals Subjective wellbeing Performance approach goals |
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