ScholarWorks@숙명여자대학교

초록

This study longitudinally analyzed the impact of academic and social achievement goals on students' sociocognitive conflict regulation. Using structural equation modeling (SEM), the study examined how academic and social achievement goals influence sociocognitive conflict regulation among elementary and middle school students. The results showed that both academic and social mastery goals positively predicted constructive regulation, while social mastery goals also had a positive effect on concurrence-seeking regulation. In contrast, social status-focused performance-approach goals positively predicted competitive regulation, whereas academic performance-avoidance goals negatively predicted competitive regulation. However, academic performance-approach goals and social approval-focused performance-approach goals did not show significant relationships with conflict regulation. Based on the findings of this study, we discussed intervention strategies for academic and social achievement goals necessary to support gifted learners in adapting to sociocognitive conflict regulation.

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