Translating social motivation into action: The contributions of need for approval to social outcomes in elementary school
Bohn, Lauren E.
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https://hdl.handle.net/2142/24246
Description
Title
Translating social motivation into action: The contributions of need for approval to social outcomes in elementary school
Author(s)
Bohn, Lauren E.
Issue Date
2011-05-25T14:53:43Z
Director of Research (if dissertation) or Advisor (if thesis)
Rudolph, Karen D.
Department of Study
Psychology
Discipline
Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.A.
Degree Level
Thesis
Keyword(s)
peer relations
social behavior
approach-avoidance
social motivation
Abstract
This research examined how 2nd grade children’s need for approval from peers influenced their social behavior (prosocial behavior, overt and relational aggression, and avoidant behavior) as well as how peers respond to them (popularity, victimization, and exclusion) across a one year span. Need for approval was conceptualized as either the motivation to gain approval or avoid disapproval from peers. Children (N = 526, M age = 7.95, SD = .33) reported on their need for approval and their teachers reported on children’s social outcomes. As anticipated, having an approach orientation, as reflected in positive need for approval, is adaptive by promoting positive outcomes (i.e., popularity) and protecting against negative outcomes (i.e., aggression, victimization, and exclusion). Conversely, an avoidance orientation is more disadvantageous because it places children at risk for negative outcomes (i.e. diminished popularity and heightened aggression, victimization, and exclusion). The current study shows that children’s approach-avoidance orientation contributes to their peer relationships over time, providing specific targets for interventions that optimize children’s peer relationships.
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