Relationships between students' achievement goals and social positioning in the classroom
Students 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.
Authors
- Nir Madjar (ORCID: https://orcid.org/0000-0002-4931-8904)
- Martin Daumiller (ORCID: https://orcid.org/0000-0003-0261-6143)
- Yisrael Rich (ORCID: https://orcid.org/0000-0002-0391-7100)
- Alla Hemi (ORCID: https://orcid.org/0000-0001-8678-152X)
Institutions
- Bar-Ilan University (IL)
- Jerusalem College of Technology (IL)
- Ludwig-Maximilians-Universität München (DE)
- University of Haifa (IL)
Publication Details
- Journal
- British Journal of Educational Psychology
- Published
- 2025-03-08
- DOI
- https://doi.org/10.1111/bjep.12762
- Citations
- 4
- Primary Topic
- Parental Involvement in Education
- Type
- article
- Field-Weighted Citation Impact
- 35.70