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Journal Article
Research Support, Non-U.S. Gov't
Influence of social motivation, self-perception of social efficacy and normative adjustment in the peer setting.
Psicothema 2016
BACKGROUND: The first objective of this study was to adapt and test the psychometric properties of the Social Achievement Goal Scale (Ryan & Shim, 2006) in Spanish adolescent students. The second objective sought to analyse the influence of social goals, normative adjustment and self-perception of social efficacy on social adjustment among peers.
METHOD: A total of 492 adolescents (54.1% females) attending secondary school (12-17 years; M = 13.8, SD = 1.16) participated in the study. Confirmatory factor analysis and structural equation modelling were performed.
RESULTS: The validation confirmed the three-factor structure of the original scale: social development goals, social demonstration-approach goals and social demonstration-avoidance goals. The structural equation model indicated that social development goals and normative adjustment have a direct bearing on social adjustment, whereas the social demonstration-approach goals (popularity) and self-perception of social efficacy with peers and teachers exert an indirect influence.
CONCLUSIONS: The Spanish version of the Social Achievement Goal Scale (Ryan & Shim, 2006) yielded optimal psychometric properties. Having a positive motivational pattern, engaging in norm-adjusted behaviours and perceiving social efficacy with peers is essential to improving the quality of interpersonal relationships.
METHOD: A total of 492 adolescents (54.1% females) attending secondary school (12-17 years; M = 13.8, SD = 1.16) participated in the study. Confirmatory factor analysis and structural equation modelling were performed.
RESULTS: The validation confirmed the three-factor structure of the original scale: social development goals, social demonstration-approach goals and social demonstration-avoidance goals. The structural equation model indicated that social development goals and normative adjustment have a direct bearing on social adjustment, whereas the social demonstration-approach goals (popularity) and self-perception of social efficacy with peers and teachers exert an indirect influence.
CONCLUSIONS: The Spanish version of the Social Achievement Goal Scale (Ryan & Shim, 2006) yielded optimal psychometric properties. Having a positive motivational pattern, engaging in norm-adjusted behaviours and perceiving social efficacy with peers is essential to improving the quality of interpersonal relationships.
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