CHILDRENS SOCIAL-RESPONSIBILITY GOAL, LEARNING-BEHAVIOR, ACADEMIC-ACHIEVEMENT IN CLASSROOMS

This study examined the relations among social responsibility goal, le arning behavior, and academic achievement in classrooms. Participants were 107 filth and sixth graders. First, a questionnaire of social res ponsibility goal was administered, and then two weeks later, questionn aires of learning behavior,academic help-seeking, and academic compete nce were also administered. Among various types of learning behavior, this study focused on socially desirable and normative learning behavi or in classrooms. As an index oi academic performance, teacher ratings were used. Statistical analyses indicated that social responsibility goal was positively correlated with learning behavior, academic compet ence, and academic performance. On the other hand, academic help-seeki ng had no significant correlations with other measures. Regression ana lysis revealed that social responsibility goal's influence on academic performance was mediated by learning behavior. The role of social res ponsibility goal in promoting children's acquisition of academic norm in a classroom was discussed.