BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//talks.cam.ac.uk//v3//EN
BEGIN:VTIMEZONE
TZID:Europe/London
BEGIN:DAYLIGHT
TZOFFSETFROM:+0000
TZOFFSETTO:+0100
TZNAME:BST
DTSTART:19700329T010000
RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=-1SU
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:+0100
TZOFFSETTO:+0000
TZNAME:GMT
DTSTART:19701025T020000
RRULE:FREQ=YEARLY;BYMONTH=10;BYDAY=-1SU
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
CATEGORIES:FERSA Guest Lectures
SUMMARY:Social aspects of achievement motivation: A multi-
 method study on social goals - Ronnel B. King\, Un
 iversity of Hong Kong
DTSTART;TZID=Europe/London:20120316T130000
DTEND;TZID=Europe/London:20120316T140000
UID:TALK36318AThttp://talks.cam.ac.uk
URL:http://talks.cam.ac.uk/talk/index/36318
DESCRIPTION:Much of the research on achievement goal theory ha
 s focused on the roles of mastery and performance 
 goals\, thus the role of other goals such as socia
 l goals have been neglected. The aim of this resea
 rch was (1) to investigate the types of goals spon
 taneously endorsed by students and (2) to analyze 
 the relationship of these goals to academic engage
 ment and achievement. Two studies were conducted t
 o address these. Study 1 was a qualitative study w
 herein students were given open-ended questionnair
 es where they were asked to write their goals in s
 chool. Study 2 was a longitudinal quantitative stu
 dy designed to investigate the relationships among
  achievement goals\, social goals\, academic engag
 ement\, disengagement\, and achievement. Results o
 f Study 1 indicated the majority of the goals (81%
 ) espoused by students pertained to social goals (
 affiliation\, approval\, concern\, responsibility\
 , and status goals). Only a minority of the goals 
 were related to the oft-examined achievement goals
  (15%). Study 2 showed that social goals\, as a wh
 ole\, were positive predictors of academic engagem
 ent and negative predictors of disengagement. Enga
 gement in turn was a positive predictor of GPA whi
 le disengagement was a negative predictor. Social 
 goals seem to emerge as powerful motivational cons
 tructs. We recommend that researchers consider inv
 estigating social goals that might be more salient
  in cross-cultural settings instead of focusing ex
 clusively on mastery and performance goals. 
LOCATION:Room 2S3\, Donald McIntyre Building\, Faculty of E
 ducation\, 184 Hills Road\, Cambridge\, CB2 8PQ
CONTACT:Moritz Sowada
END:VEVENT
END:VCALENDAR