Stability and Change in Social Goals as Related to Goal Structures and Engagement in School

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    12 Scopus citations


    The current studies explored (a) the extended external validity of social-goal-orientation framework; (b) the mediating role of social goals between classroom goal structures and students' engagement; and (c) whether changes in social goals can be explained by classroom goal structures and engagement. Study 1 was cross-sectional (N = 317), and study 2 included two time points, with a 6-month gap (N = 223), among sixth-grade students. The findings indicated that mastery goal structure was associated with social-development goals and engagement, whereas performance goal structure was associated with demonstration. Cross-lagged analysis revealed that (a) social goals are relatively stable; (b) development goals positively predicted change in emotional engagement, and (3) behavioral engagement positively predicted changes in development goals and negatively predicted changes in demonstration-avoidance goals.

    Original languageEnglish
    Pages (from-to)259-277
    Number of pages19
    JournalJournal of Experimental Education
    Issue number2
    Early online date9 Mar 2016
    StatePublished - 3 Apr 2017

    Bibliographical note

    Publisher Copyright:
    © 2017, © 2016 Taylor & Francis Group, LLC.


    • Behavioral engagement
    • cross-lagged analysis
    • emotional engagement
    • goal structures
    • social goals


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