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<p>Despite their central role in youth motivation research, achievement goals and social interdependence attitudes are examined in isolation, obscuring their reciprocal dynamics. Using random-intercept cross-lagged models, this study examined their co-development and links to stress and achievement. Sample comprised two Korean longitudinal cohorts. Study 1 included 6,908 participants (<i>M</i><sub>age at baseline</sub> = 12.83, <i>SD</i><sub>age</sub> = 0.38, 47.6% girls; grades 8–12), and Study 2 included 7,324 participants (<i>M</i><sub>age</sub> ≈ 11.00, 50.5% girls; grades 6–12). Competitive attitudes related to performance goals and higher stress. Mastery goals predicted achievement. Cooperative attitudes reduced stress but predicted lower achievement. These findings show that adolescent achievement goals are dynamically co-constructed with peer-related social orientations, challenging individual-centric accounts and advancing an integrative motivational–social framework.</p>

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Reciprocal Associations Between Achievement Goals and Cooperative/Competitive Attitudes Over Time: Links to Stress and Achievement

  • 期刊论文

  • 发表日期：

    2026年5月21日

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  • You-kyung Lee,
  • Eunjin Seo,
  • So Yeon Lee,
  • Yoonsun Shin,
  • Jawon Min

摘要

Despite their central role in youth motivation research, achievement goals and social interdependence attitudes are examined in isolation, obscuring their reciprocal dynamics. Using random-intercept cross-lagged models, this study examined their co-development and links to stress and achievement. Sample comprised two Korean longitudinal cohorts. Study 1 included 6,908 participants (Mage at baseline = 12.83, SDage = 0.38, 47.6% girls; grades 8–12), and Study 2 included 7,324 participants (Mage ≈ 11.00, 50.5% girls; grades 6–12). Competitive attitudes related to performance goals and higher stress. Mastery goals predicted achievement. Cooperative attitudes reduced stress but predicted lower achievement. These findings show that adolescent achievement goals are dynamically co-constructed with peer-related social orientations, challenging individual-centric accounts and advancing an integrative motivational–social framework.