@article {31521,
	title = {On Social Achievement Goals: Their Relations With Peer Acceptance, Classroom Belongingness, and Perceptions of Loneliness},
	journal = {The Journal of Experimental EducationThe Journal of Experimental Education},
	volume = {77},
	number = {3},
	year = {2009},
	month = {2009/04/01},
	pages = {285-308},
	publisher = {Routledge},
	abstract = {The authors investigated the relation between social achievement goals (A. M. Ryan \& S. S. Shim, 2006) and aspects of students{\textquoteright} socio-emotional adjustment in a sample of elementary school students. Structural equation modeling analyses revealed that after controlling for levels of prosocial skills, a social development goal was positively related to perceived belongingness and negatively related to perceptions of loneliness at school. In contrast, a social demonstration-avoid goal was positively associated with perceptions of loneliness, whereas a social demonstration-approach goal was negatively associated with peer acceptance. Last, prosocial skills were positively related to students{\textquoteright} peer acceptance, which was negatively associated with feelings of loneliness. The results and their implications on students{\textquoteright} school adjustment are discussed within the social achievement goal framework.},
	isbn = {0022-0973},
	author = {Mouratidis, Athanasios A. and Sideridis, Georgios D.}
}
