Children's social responsibility goal, learning behavior, academic achievement in classrooms

Abstract

This study examined the relations among social responsibility goal, learning behavior, and academic achievement in classrooms. Participants were 107 fifth and sixth graders. First, a questionnaire of social responsibility goal was administered, and then two weeks later, questionnaires of learning behavior, academic help-seeking, and academic competence were also administered. Among various types of learning behavior, this study focused on socially desirable and normative learning behavior in classrooms. As an index of academic performance, teacher ratings were used. Statistical analyses indicated that social responsibility goal was positively correlated with learning behavior, academic competence, and academic performance. On the other hand, academic help-seeking had no significant correlations with other measures. Regression analysis revealed that social responsibility goal's influence on academic performance was mediated by learning behavior. The role of social responsibility goal in promoting children's acquisition of academic norm in a classroom was discussed.