Academic Achievement Goal Structures and Young Adolescents' Biased Preferences for Peers as Cooperation Partners: A Longitudinal Study (notice n° 219664)
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| fixed length control field | 01912cam a2200229 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112055656.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Tossman, Inbal |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Academic Achievement Goal Structures and Young Adolescents' Biased Preferences for Peers as Cooperation Partners: A Longitudinal Study |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2008.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 54 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This study integrated understandings from Achievement Goal Theory and Social Identity Theory in order to investigate the relations between perceived teachers’ emphasis on mastery and performance goals – achievement goal structures – and students’ bias towards cooperating with peers who are similar to them. The study followed 100 students as they made the transition from elementary to Junior High School. Perceived mastery goals structure in Junior High was negatively related to biased preferences for cooperation partners, and perceived performance goals structure in Junior High was positively related to these biased preferences, over and beyond prior biased preferences for cooperation partners, achievement goal structure, personal achievement goals, and academic efficacy assessed in elementary school. These relations were found also after controlling for students’ preferences for cooperating with peers with similar level of academic ability, thus providing support to hypotheses concerning the social identity processes that are triggered by academic achievement goal structure. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | cooperation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | early adolescence |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | social identity |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | achievement goals |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Kaplan, Avi |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Assor, Avi |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue internationale de psychologie sociale | Volume 21 | 1 | 2008-07-01 | p. 181-215 | 0992-986X |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-revue-internationale-de-psychologie-sociale-2008-1-page-181?lang=en">https://shs.cairn.info/journal-revue-internationale-de-psychologie-sociale-2008-1-page-181?lang=en</a> |
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