# Profiles of Social Achievement Goals Among Korean High School Students: Associations with Academic Achievement Goals and Emotions

## TL;DR

This study examines how Korean high school students' social goals relate to their academic goals and emotions, revealing distinct profiles and their emotional impacts.

## Contribution

The study introduces distinct social achievement goal profiles among Korean adolescents and links them to academic goals and emotions.

## Key findings

- Four distinct social achievement goal profiles were identified among Korean high school students.
- The Active Socialite profile showed the highest academic goals and mixed emotional responses.
- Social motivation significantly influences academic goal regulation and emotions in a competitive educational context.

## Abstract

This study explored Korean adolescents’ social achievement goal profiles and their associations with academic achievement goals and achievement emotions. A sample of 1210 high school students completed measures of social achievement goals, 3 × 2 academic achievement goals, and achievement emotions. Latent profile analysis based on three social achievement goals (development, demonstration-approach, and demonstration-avoidance) identified four profiles: Development-Focused Low Social (7%), Development-Focused Moderate Social (49%), High Development and High Avoidance (35%), and Active Socialites (9%). The Development-Focused Low Social profile showed the lowest overall academic achievement goal endorsement, with self-approach goals being most prominent and with lower levels of negative emotions. The Active Socialite group reported the highest academic achievement goals overall, with self- and other-based academic goals most prominent, as well as elevated pride alongside heightened anxiety and shame. Overall, the findings highlight the central role of social motivation in adolescents’ academic goal regulation and emotional experiences within a highly competitive Korean school context.