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

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.