College students’ social goals and psychological adjustment: mediation via emotion regulation

University life can be stressful and students may struggle to adjust socially. We examined students’ social achievement goals—their orientations towards their relationships with their peers—as one important factor underlying students’ social and psychological adjustment in college. When investigating the direct and indirect effects of social achievement goals on psychological adjustment (i.e., life satisfaction, depression, stress, and worry), the mediating role of emotion regulation was examined. Data were collected from students attending a university in China (N = 1,242, 35% male). The widely adopted three-factor structure of social achievement goals (i.e., social development goals, social demonstration-approach goals, social demonstration-avoidance goals) was confirmed to fit the data among Chinese college students. The results show the direct and indirect benefits of endorsing a social development goal. Augmented emotion regulation mediated the effect of social development goals. The total effects of a social demonstration-approach goal were weak, but the goal indirectly impaired students’ psychological adjustment via reduced emotion regulation. Endorsing a social demonstration-avoidance goal tended to compromise psychological adjustment and the effects were mediated through reduced emotion regulation. Implications for supporting students’ adjustment to college are discussed

Equity finance, adverse selection and product market competition

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Social Achievement Goals: Validation Among Rural African American Adolescents

Little extant research attempts to understand why rural African Americans engage in social relationships with peers in school. This is somewhat surprising as rural students\u27 peer interactions often affect their scholastic desires, and peers can alter African Americans\u27 academic performance. Hence, the current study examined both the presence and psychometric validity of social achievement goals among rural African American high school students. Results suggest the presence of three reasons for engaging in social relationships in school: social development (desire to increase friendship quality), social demonstration-approach (wanting to appear cool among friends), and social demonstration-avoid (fear of appearing socially inferior). Confirmatory factor analysis and Rasch analysis provide support for both the presence and valid measurement of social achievement goals among rural African American adolescents. © 2013 SAGE Publications