Exploring social goal orientations, self‐perceptions and popularity with students attending regular and special education schools

Bibliographic Data

ID12396232
AuthorsNaska Goagoses (0000-0002-9679-9499, Department of Special Needs Education and Rehabilitation, School of Educational and Social Sciences Carl von Ossietzky University of Oldenburg Oldenburg Germany, corresponding author), Jule Eilts (0000-0001-7859-7829, Department of Developmental Psychology and Educational Psychology Ludwig‐Maximilians‐Universität München Munich Germany)
Year2024
Volume34
Issue5
Publication date2024-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Community & Applied Social Psychology (JOURNAL)
Journal identifiersISSN: 1052-9284 • E-ISSN: 1099-1298
PublisherWiley (PUBLISHER • GB)
DOI10.1002/casp.2888
OpenAlexW4402463519
LanguageEN
Citations received1
References cited78

Embedded within social dynamics and social‐information processing, the current qualitative study explores the social goal orientations, self‐perceptions and perceptions of popularity of students attending regular and special education schools in Germany. Semi‐structured interviews were conducted with seven students in Grade 8, of which three were attending a special educational school specialised in supporting social‐emotional development. Students' endorsement of leadership, intimacy, nurturance and popularity goals were determined, with a focus on the strategies they employ for attainment within everyday social encounters. A range of strategies emerged, including communication strategies, humour and prosocial spending, which expands on past literature that only focused generalised behavioural tendencies and responses to conflict situations. Furthermore, students named both agentic and communal traits when describing how their peers view them. Lastly, students' perspective of popularity characteristics was explored, which thus far has only received minimal inquiry in Germany. This resulted in a collection of conditions, traits and behaviours required for popularity, with both similarities and differences in comparison to other European countries. The inclusion of both students attending regular and special education schools, offered new perspectives and contributed towards addressing knowledge gaps, generating insights and conceptual understandings, as well as offering directions for future research endeavours

Goal Orientation · Goal setting · Mathematics education · Pedagogy · Perception · Popularity · Self-concept · Self-management · Bullying, Victimization, and Aggression · Computer Science · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology

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