Achievement & Motivation Flashcards
The extent to which an individual strives for success
achievement motivation
the ability to wait longer to get a larger, better, or more valuable reward instead of a less attractive one available immediately
delay of gratification
Upon college entry, success is influenced equally by ___________ and ___________.
conscientiousness, intelligence
Students can be so afraid _______________ is undermined.
achievement motivation
Fear of failing is often manifests by feelings of ___________.
anxiety
__________ interferes with successful performance and adolescents’ achievement motivation.
fear
Studies of adolescents from ___________ backgrounds show that parents’ criticism when expectation are not achieved creates mental health problems.
affluent
students whose grades are far lower than one would expect based on their intellectual ability
underachievers
a phenomenon in which a small amount of anxiety improves performance by increasing concentration
Yerkes-Dodson law
According to Yerkes-Dodson law, insufficient anxiety can impair performance as a result of _____________.
boredom
According to Yerkes-Dodson law, excessive anxiety can impair performance because of ___________.
stress
Some students underachieve, not because of fear of failure but because appearing uninterested in academics gains more respect from ____________.
peers
deliberately behaving in ways that will likely interfere with doing well in order to have an excuse for failing.
self-handicapping strategies
Boys who self-handicap tend to attribute poor performance to ___________.
lack of effort
Girls who self-handicap tend to attribute poor performance to ______________.
emotional problems
motivation to succeed based on the pleasure one will experience from mastering a task
mastery motivation (intrinsic)
motivation to succeed based on the rewards one will receive from successful performance
performance motivation (extrinsic)
Strong __________ orientation results in better performance in school.
mastery
In _____________ motivation, parents emphasize giving rewards to adolescents for good grade. Students are _________ likely to do well.
performance, less
In ___________ motivation, parents emphasize autonomy with adolescents and provide cognitively stimulating home environment. Students are _________ likely to do well.
mastery, more
The harmful effect that exposure to stereotypes about ethnic or sex differences in ability has on student performance
stereotype threat
Student ____________ may be enhanced or depressed, depending on how individuals think they are expected to perform.
achievement
___________ stereotypes can be positive (that Asians are more intelligent) or negative (that Black or Latinx individuals are underachievers)
ethnic
Changing views of male and female intellectual abilities have affected adolescent girls’ ________ performance.
test
the sense that an individual has some control over their life
self-efficacy
believing that intelligence is malleable and can be “grown” over time
growth mindset
Students who believe in ________________ are less affected by their level of confidence, because they are less concerned about grades.
malleable intelligence
Students who believe in ______________ tend to be oriented toward their performance and to be greatly affected by self-efficacy.
fixed intelligence
Students who believe in fixed intelligence are more likely to suffer the adverse health consequences of _________.
stress
Teachers who are ____________ bring out the worst in students
performance oriented
the beliefs that individuals hold about the causes of their successes and failures
achievement attributions
Individuals attribute their ____________ to a combination of ability, effort, task difficulty, and luck.
performance
Students high in __________ motivation are likely to make more attributions.
intrinsic
Too much praise for effort may communicate the message that adolescents have _________.
low ability
Students who attribute their failures to a lack of effort are ________ likely to try harder on future tasks.
more
Students who attribute their failure to factors they feel cannot be changed are more likely to feel ___________ and to exert ______ effort in subsequent situations.
helpless, less
The acquired belief that individuals are not able to influence events through their own efforts or actions
learned helplessness
Learned helplessness is caused by students being told their _________ don’t make a difference and causes students to perform __________ in school.
efforts, worse
