Social Achievement Goals, Emotion Regulation, and Psychological Adjustment Among Chinese High School and College Students

• In Event: 33.064 - Advances in Social Achievement Goal Research: Evidence Converging From Diverse Settings

Abstract

Research on social achievement goals is relatively new and thus, not extensive. However existing research provides consistent support that these goals have important implications for students’ social, emotional, psychological, and academic functioning (e.g., Ryan & Shim, 2006, 2008; Shim, Cho, & Wang, 2013). Despite the established outcomes, little is known about the process how such effects may occur. We propose that the ability to regulate one’s emotion (Emotion regulation, ER hereafter) may serve as the mediator in the effects of social achievement goals (social development goals, DEV hereafter, social demonstration-approach goals, D-app hereafter, and social demonstration-avoid goals, D-avd hereafter).
Drawing from research on general theory of self-regulation, ER is also a limited resource. Thus, when taxed, it is likely to result in regulation failure. Social achievement goals are overarching cognitive framework and thus differ in terms of the attentional focus (positive vs. negative events), aspired outcomes (e.g., becoming a better friend, garnering positive judgment from others, etc.), and standard for evaluating the consequences (intra-personal vs. interpersonal standard). Such different components may consume self-regulatory resources to different extent and such variability in ER ability may result in different levels of adjustment. Our rationale and prediction are consistent with the theory and research on self-regulation failure (Baumeister & Heatherton, 1996) and control theory of emotion (Carver & Scheier, 2011). The current study adds to the lean literature investigating the process in which social achievement goals affect students’ adjustment. In addition, the present study represents the first empirical investigation whether the documented effects of social achievement goals can be extended to Chinese students.
Our SEM analysis, with two large samples of Chinese high school (N = 1,096, 43% male) and college students (N= 1,242, 35% male), indicated that the mediation model was a better fit than the direct path model in both the high school (∆χ2=386.05, ∆df=151, p<.001) and college samples (∆χ2=299.44, ∆df=151, p<.001). Consistent with prior research, ER was related to a desirable pattern of outcomes (higher life satisfaction, lower depression, worry, and anxiety). Models in both samples indicated the benefit of DEV and drawbacks of D-avd and D-app. All of the mediational links between goals and outcomes through ER were significant except the paths from D-avd and outcomes and one path from D-app and depression in high school sample. DEV was linked to high ER, βs ≥ .29, ps<.001; and DEM-app, βs ≤ -.15, p<.05 in both samples. DEM-avd was linked to low ER, β= -.14, p<.05. We ruled out a few of alternative processes and models (e.g., the mediation maybe moderated by interactions between goals; ER may predispose individual to endorse certain goals; ER may serve as a moderator rather than a mediator). Our mediation hypothesis was mostly supported for DEV and D-app. The evidence for such process was weaker for D-avd, indicating the need for further research with a developmental perspective.

Authors

• Sungok Serena Shim, Ball State University

• Cen Wang, Charles Sturt University