Latent Profiles of Academic and Social Achievement Goals: Differences in Sociocognitive Conflict Regulation

• In Event: AERA Poster Session Sunday 7:45 am
  In Poster Session: Belief Systems at Work: Mindset and Achievement Goal Research

Abstract

A comprehensive approach encompassing both academic and social domains is essential for understanding of learners. This Study identified profiles based on achievement goals for both academic and social domains among Korean undergraduates (n = 208). How these profiles relate to students’ different types of sociocognitive conflict regulation was examined. This study identified four profiles (Moderate-High Mastery and Low Performance, Moderate-High Mastery and Moderate Performance, High Mastery and Low Academic Performance, and High all). The analysis of the relationship between the four profiles and sociocognitive conflict regulation revealed significant differences in both constructive and concurrence-seeking regulation. The High Mastery and Low Academic Performance profile demonstrated the highest constructive regulation, while the High All group exhibited the highest concurrence-seeking regulation.

Authors

• Jawon Min, Korea University

• ByungYoon Lee, Sookmyung Women's University

• You-kyung Lee, Sookmyung Women's University