Students' goal orientations and their perceived peer relationships

Abstract The perception of positive social interactions is important for experiences in heterogeneous groups, cultural diversity and inclusion educational contexts. Based on social-cognitive theories, findings motivation school are available from numerous studies. However, only few studies focus longitudinal relationships between students’ mastery vs performance goal orientations their later peer school. Aim the current research was to clarify extent which reciprocal effects exist orientation relationships. To test assumed effects, data 204 primary students (on average 11 years age) study RUMBA-S Switzerland were analyzed using cross-lag structural-equation modeling. results suggest a statistically significant effect students' relationships, but not vice versa. Thus, no other exist. Performance related highlight importance academic learning.