achievement

Question 1

what does achievement concern in adolescents?

Answer 1

development of motives, capabilities, interests and behaviors that are related to performance in evaluative situations.

Question 2

in terms of achievement, industrialised societies place an extraordinary emphasis on _________, ________ and __________.

Answer 2

performance, competition and success

Question 3

why does achievement in adolescence merit special attention?

Answer 3

• time of preparation for adult work roles
• individual differences begin to be appreciated in school performance as they relate to future success
• many educational decisions, and the consequences of these decisions are serious

Question 4

how does puberty contribute to achievement in adolescence?

Answer 4

• affects how adolescents maintain status in peer group and what they consider appropriate achievement-related behaviors for each of the sexes
• trying too hard may make them less popular
• increases risky behaviour, may interfere with what is exected of them in school

Question 5

how does cognitive change contribute to achievement in adolescence?

Answer 5

• ability to see long-term consequences of educational and occupational choices
• ability for hypothetical thinking - raises new achievement concerns (eg. should i go to college, or work? what then?)

Question 6

how does social roles contribute to achievement in adolescence?

Answer 6

• adolescents decide whether to continue formal education
• social transition from school to work

Question 7

adolescents who achieve success are differentiated from their peers by _________ factors.

Answer 7

noncognitive
- factors unrelated to intellectual ability
- come from within
- eg. motivation, self-discipline, perseverance, emotional regulation, social skills
- perseverence is impt whrn schoolwork is uninteresting

Question 8

what is achievement motivation?

Answer 8

extent to which one strives for success
- how moticated one is to achieve something

Question 9

what is delay of gratification

Answer 9

ability to wait longer to get more valuable rewards instead of a less attractive one immediately

Question 10

which study demonstrates delay of gratification? what is the key finding?

Answer 10

marshmallow study

children who showed self-control were:
- more likely to be successful in school
- more likely to work as adolescents and adults

Question 11

Upon college entry, success is influenced equally by ________ and ___________. are these cognitive or noncognitive factors?

Answer 11

conscientiousness and intelligence

conscientiousness - noncognitive

intelligence - cognitive

Question 12

what does fear of failure cause? how?

Answer 12

fear of failure can:
- undermine achievement motivation
- creates feelings of anxiety, interfering with performance

Question 13

what is the yerkes-dodson law?

Answer 13

psychological principle - performance is impaired by too little or too much arousal/anxiety

Question 14

according to the ______ law, being a little anxious helps to focus attention.

what are the impacts of too little of too much anxiety?

Answer 14

yorkes-dodson law - performance is impaired by too little or too much arousal/anxiety

insufficient anxiety - bored
excessive anxiety - stress
** both impair performance

Question 15

what is self-handicapping?

Answer 15

deliberately behave in ways that will likely interfere with doing well so you have an excuse for failing when you do

Question 16

what are the sex differences in self-handicapping?

Answer 16

boys attribute poor performance to lack of effort

girls attribute poor performance to emotional problems

Question 17

what could be another possible reason adolescents self-handicap, other than fear of failure?

Answer 17

no one likes a nerd

appearing uninterested in academics gains more respect from peers

Question 18

there are 2 main intentions of self-handicapping. what are they?

Answer 18

1) self-protection from failure

2) enhance self-presentation/image

Question 19

what are some strategies of self-handicapping?

Answer 19

• procrastination
• joking around in class
• turning in incomplete assignments
• party excessively the night before big exam

Question 20

what are the 2 types of motivation? which one is intrinsic, which one is extrinsic?

Answer 20

intrinsic: mastery motivation

extrinsic: performance motivation

Question 21

what are the differences btwn mastery and performance motivation?

Answer 21

mastery motivation
- intrinsic
- motivation is based on pleasure from learning and mastering material
- parents/teachers encourage autonomy and provide cognitively stimulating home envt
- more likely to do well in school

performance motivation
- extrinsic
- motivation is based on rewards for good performance and avoidance of punishment for poor performance
- parents/teachers reward good grades, punish bad grades and excessively supervise performance
- less likely to do well in school

Question 22

what is the stereotype threat?

Answer 22

harmful effect of exposure to stereotypes about ethnicity or sex differences in affecting student performance

students underperform when reminded of negative group stereotypes and perform better when primed with positive stereotypes

Question 23

society is now more used to seeing girls and women succeed, ______ views on male and female _________.

Answer 23

changing; intelligence

Question 24

3 factors interact to predict students’ behaviour in school. what are they?

Answer 24

1) motivation orientation
oriented more towards performance/mastery

2) growth mindset
believing that intelligence is malleable (not fixed) and can be honed (grown)

3) self-efficacy
sense of having control over own life
confident about own abilities

Question 25

students who believe in ______ intelligence tend to be: - oriented towards __________________ - greatly affected by ____________. - affected by ___________

Answer 25

fixed performance self-efficacy adverse health consequences of stress

Question 26

students who believe in malleable intelligence are:

Answer 26

less affected by level of confidence because they are less concerned about their grades

Question 27

how can self-efficacy be influenced in students?

Answer 27

- experiences - messages from teachers/parents - comparison with classmates/peers

Question 28

teachers who are _______ oriented bring out the worst in students. how?

Answer 28

performance * More insecure about their abilities * More hesitant to challenge themselves * Less likely to ask questions * More alienated from school * More likely to engage in self-handicapping

Question 29

beliefs about the causes of successes and failures are called ____________

Answer 29

achievement attributions

Question 30

in achievement attribution, individuals attribute performance to 4 factors. what are they?

Answer 30

internal (can be changed): - ability - effort external (cannot be changed): - task difficulty - luck

Question 31

internal achievement attributions can/cannot be changed. they are ________ and __________. when faced with failure, adolescents are more likely to __________.

Answer 31

can; effort; ability; try harder in future

Question 32

external achievement attributions can/cannot be changed. they are ________ and __________. when faced with failure, adolescents are more likely to __________.

Answer 32

cannot; task difficulty; luck; feel helpless and exert less effort in future

Question 33

what is learned helplessness?

Answer 33

The belief that one cannot influence events through their own efforts or actions - failure is inevitable - causes students to perform worse in school

Question 34

what are the 2 environmental influences on achievement in adolescents mentioned in the slides?

Answer 34

1) home envt 2) friends

Question 35

is home or school envt the better predictor of academic achievement?

Answer 35

home envt

Question 36

Adolescents’ homes affect their achievement in three ways:

Answer 36

parents' values and expectations authoritative parenting quality of home envt

Question 37

one way adolescent's home envt can affect their achievement is parental values and expectations. when parents have ___________, adolescents expect alot from themselves too. - however, _________ lead to ________. parents who encourage school success: - structure home envt to _______ - more involved with ___________ - make academic seem more __________

Answer 37

high expectations; low parental expectations; poor performance support academic pursuits; child's education; important

Question 38

one way adolescent's home envt can affect their achievement is authoritative parenting. authoritative parenting is ______, ________ and _______ and ______ linked to school success. how so? authoritative parenting promotes development of healthy _____________ authoritative parents tend to be more involved with ____________

Answer 38

firm, warm, fair, highly - better grades - better attendance - higher expectations - more positive academic self-conceptions - stronger engagement in classroom achievement orientation school activities/child's education

Question 39

which style of parenting is associated with lower school engagement and diminished achievement?

Answer 39

authoritarian parenting

Question 40

one way adolescent's home envt can affect their achievement is the quality of the home envt. quality of home envt is more strongly correlated with academic achievement than is what 4 other predictors?

Answer 40

quality of the school background + training of teachers teachers’ salaries

Question 41

one way adolescent's home envt can affect their achievement is the quality of the home envt. quality of home envt entails what 2 capitals?

Answer 41

1) cultural capital - exposure of high-culture (art, music, lit) by parents - improve academic performance 2) social capital - interpersonal resources available to adolescent/family - eg. community, neighborhood

Question 42

strong social capital can _________ adolescents' academic performance, above and beyond the contribution of other home envt factors like what?

Answer 42

significantly help - family income - parents' education - household composition

Question 43

main difference between parents' and friends' influence on academic achievemnt in adolescents.

Answer 43

Parents: influence on long-term educational plans Friends: the most impt influence on day-to-day school behaviors (e.g., doing homework and showing effort in class).

Question 44

in friends' influence on academic achievement in adolescents, adolescents whose friends earn ___ grades and aspire to ______ perform ______ in school than do peers whose friends earn ______ grades and ______ school adolescents' grades change in __________ to their friends' when grades improve, adolescents tend to befriend more of what kind of friends? what about when grades drop?

Answer 44

high; further study; better; low; disparage/disregard parallel when grades improve, adolescents tend to befriend more high-achieving classmates When their grades drop, they tend to become friends with lower achieving peers.

Question 45

can high-achieving students maintain an active social life? how?

Answer 45

yes. by allocating their time more judiciously during the week.

Question 46

educational achievement is defined in one of 3 ways. they are?

Answer 46

school performance - grades earned in school academic achievement - performance on standardised tests educational attainment - no. of years of schooling they complete - impt for implications like future earnings n health - influenced by family background, living circumstances and school performance

Question 47

educational achievement is defined in one of 3 ways. which one is influenced by family background, living circumstances and school performance?

Answer 47

educational attainment - also impt for implications like future earnings n health

Question 48

what is the Importance of Socioeconomic Status on adolescents' academic achievement?

Answer 48

Compared to lower-class peers, middle-class adolescents do better in all 3 components of educational achievement: * Score higher on basic tests of academic skills (academic achievement) * Earn higher grades in school (school performance) * Complete more years of schooling (educational attainment) children achieve more in school when parents are from higher social classes (middle and upper-middle) because they are more likely to: - be involved with adolescents' education - have info about child's school - be responsive to child's problems - help select more rigorous courses for child *** also reflects the impt of having warm and encouraging parents who raise children authoritatively, take an interest in aducational attainment and hold high aspirations

Question 49

in terms of ____________ achievement, work experiences in ________ have _______ impact on adolescents' plans/aspirations for adult work. This is especially so for students from ____ families.

Answer 49

occupational; adolescence; little to no; nonpoor

Question 50

development of occupational plans during adolescence is an aspect of _________ development. how?

Answer 50

identity - examination of one's traits, abilities and interests - experimentation w different work roles - integration of influences from past with hopes for future

Question 51

what is the main influence on occupational choice?

Answer 51

work values - rewards individuals look for in a job (extrinsic, intrinsic, social , altruistic, security, influence, leisure)

Question 52

many contemporary adolescents have _________ and _________ ideas about rewards ( aka ______) as influences on occupational choice. how come?

Answer 52

unrealistic; overly ambitious; work values they believe they can find jobs that satisfy many rewards at the same time