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PSYC 207 > Exam 4 - Chapter 11 (Achievement, Work, and Careers) > Flashcards

Exam 4 - Chapter 11 (Achievement, Work, and Careers) Flashcards

1
Q

the importance of adolescent achievement

A

critical point in achievement; different pressures means new roles and more responsibility; they see their success as indicative of their future; greater chance of conflict and they are better at prioritizing things according to personal preference

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2
Q

intrinsic motivation (humanistic/cognitive)

A

internal factors like self-determination, curiosity, challenge, and effort get you to do things (doing things because you enjoy them)

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3
Q

extrinsic motivation

A

external incentives like rewards, punishments, etc.; if you try to trump internal motivation with external, then the behavior usually stops after the reward is taken away

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4
Q

Data supports _____ _______ because students are more motivated to learn when they have choices, get absorbed in challenges that match skills, and get rewards that have informational value, but aren’t controlling.

A

intrinsic motivation

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5
Q

self-determination and personal choice

A

a perspective of intrinsic motivation: students want to believe they’re doing something because they want to; choices and responsibility for learning = more internal motivation

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6
Q

flow (Csikszentmihalyi) optimal life experiences happen when

A

sense of mastery, absorbed in concentration while working, and taking on reasonable challenges

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7
Q

the sense of flow comes when

A

kid’s perceived skill is high + student’s perceived level of challenge is high

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8
Q

Outcomes of perceptions of challenge and skill include

A

apathy, anxiety, boredom, and flow

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9
Q

cognitive engagement and student responsibility help kids with

A

goals; gets them to put effort into more than just the bare minimum; intrinsic and extrinsic motivation work well together

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10
Q

attribution theory

A

kids are motivated to figure out the cause of their own actions and performance; internal attributions are encouraged (I did bad on this test…why? What do I do next time?)

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11
Q

mastery orientation

A

task-oriented; focus is on learning strategies and process to achieve; ability and outcome are not the focus; focus on winning, not achievement

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12
Q

helpless orientation

A

feeling trapped by difficult tasks - attribute this to lack of ability

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13
Q

A student orients one of two ways when challenged (or both):

A

mastery orientation or helpless orientation

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14
Q

mindset (your self-view)

A

fixed mindset (qualities can’t be changed) and growth mindset (qualities can be improved)

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15
Q

growth mindset can help prevent

A

negative stereotypes and their impact; 11-15 years have a growth mindset

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16
Q

self-efficacy

A

your belief that you can complete a task; the critical factor is achievement, and it is similar to mastery motivation; it influences what activities the kid chooses

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17
Q

higher self-efficacy is linked to

A

higher academic goals, more time doing homework, and more associate learning activities

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18
Q

expectations

A

beliefs about short or long-term performance; expectations + value placed on goal impact effort put in (kids do the best when parents AND teachers have high expectations

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19
Q

three aspects of ability beliefs

A

skill at a particular activity, skill compared to others, and skill compared to skill across domains

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20
Q

A meta-analysis revealed that

A

expectations and encouragement are more critical than parental involvement; Teacher expectations are also important - they spend more time with students they have high expectations for

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21
Q

written feedback from teachers is criticized for

A

empty praise and benign neglect

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22
Q

goals

A

should be specific; can be either distal (long-term) or proximal (short-term); evaluating outcomes can help make productive changes

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23
Q

How do you efficiently monitor adherence to a plan?

A

progress? How’s it going? Evaluate outcomes and make changes

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24
Q

three phases of self-regulation

A

forethought, performance, self-reflection

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25
Q

Sustained attention, effort, and task persistence is important for goal achievement and

A

ability to focus, which requires effort; school tasks become more complicated with age - need more sustained attention

26
Q

there is some evidence that persistence in your teens can predict

A

success in your job in your middle-ages

27
Q

delay of gratification

A

postponing immediate rewards for a bigger reward later; can be improved

28
Q

delayed gratification is connected to

A

higher SAT scores, GPA, better coping skills, higher adult incomes, lower BMI

29
Q

grit

A

passion and persistence for long-term goals; linked to academic engagement and success

30
Q

antecedents to grit

A

life purpose commitment, mindfulness, and goal commitment; support from teachers increases grit and academic achievement

31
Q

purpose

A

intention to accomplish something meaningful and to contribute beyond the self; most parents focus on studying hard and good grades, but not on why those are important (too much focus on short-term goals)

32
Q

social motives

A

learned through interactions with others; might conflict with academic motives during adolescence; goals for one can hurt the other

33
Q

A belonging mindset is important because

A

kids who don’t belong are more likely to have negative outcomes physically, mentally, and academically

34
Q

Liam does not have as high an IQ as his twin brother, but Liam persists at his tasks and has confidence that he will be able to solve life’s problems. According to research, we can predict

A

Liam may be quite a high achiever because he has adaptive motivational patterns.

35
Q

What is true about intrinsic and extrinsic motivation?

A

they are at work in the real world of student life, extrinsic motivation by itself isn’t a good strategy, parents and teachers should encourage students to become intrinsically motivated

36
Q

Perceived causes of outcomes are known as

A

attributions

37
Q

Andre focuses on winning the prize for the best essay on civil disobedience. He believes that he will be happy if he wins. He has a

A

performance motivation

38
Q

Justin is extremely goal-oriented, optimistic, and driven. Carol Dweck would say that Justin has a

A

growth mindset

39
Q

What is true about self-efficacy?

A

it’s similar to mastery motivation, high self-efficacy adolescents had higher academic aspirations, and self-efficacy influences a student’s choice of activities

40
Q

American children perform more poorly in _____ than students in some other countries.

A

math and science

41
Q

Which behaviors are forms of procrastination

A

deceiving yourself that a mediocre performance is acceptable, persevering on only part of a task, overestimating your abilities and resources

42
Q

What are some self-handicapping strategies?

A

choosing not to learn hard subject matter, minimal, last minute studying, and putting off projects until the last minute

43
Q

About what percentage of adolescents today are employed at some point during high school?

A

90 percent

44
Q

social motives

A

learned through interactions with others; popularity, close friends, etc.; adolescence is critical because social motives might contradict academic motives

45
Q

belonging mindset

A

negative belonging is linked to poorer outcomes; if underrepresented kids feel like they belong, they have better mental, physical, and academic outcomes

46
Q

How do peers impact achievement?

A

social goals, comparisons, status; positive comparison = better self-esteem; acceptance is linked to social skills and academic performance

47
Q

How can socioeconomic status and ethnicity affect achievement?

A

lots of diversity in achievement scores; some have stronger academic achievement orientation than others (differences aren’t deficiencies)

48
Q

Income is connected to several differences in achievement factors

A

Lower income do worse than higher

49
Q

Compared to other countries, the US doesn’t do well in

A

math and science

50
Q

Why do people procrastinate?

A

poor time management, difficulty in concentrating, fear/anxiety, negative beliefs, personal problems, boredom, unrealistic expectations and perfectionism, and fear of failure

51
Q

Based on data, academic procrastination is linked to

A

lower goal accomplishements in college students; it can be reduced with self-regulation, self-monitoring, and self-reward

52
Q

Who procrastinates the most?

A

males 14-29; for any other age group, females were more likely

53
Q

Perfectionism

A

can be maladaptive and stressful; creates a moving, unachievable goal; self-critics create anxiety that interferes with concentration and critical thinking; also linked to suicidal ideation and attempts

54
Q

People can protect their self-worth by avoiding failure through self-sabotage, so they use three strategies:

A

nonperformance, procrastination, setting unreachable goals (self-handicapping)

55
Q

self-handicapping strategies

A

deliberately handicapping yourself so failure is inevitable and you can blame it on the situation, not lack of ability

56
Q

anxiety

A

a vague, highly unpleasant feeling of fear and apprehension; interventions can include positive task-focused thoughts (this is more effective than programs for relaxation)

57
Q

Strategies for improving self-worth and avoiding failure

A

create realistic, challenging goals, strengthen the link between effort and self-worth, have pride and positive beliefs about abilities

58
Q

Today, it’s estimated that _____% of adolescents have jobs throughout high school

A

80-90

59
Q

20+ hours of work in high school is linked to

A

worse grades, lower academic engagement, and increased substance abuse and delinquency

60
Q

work/career-based learning

A

trying to connect school and work-cooperative education; about 500,000 kids do this every year; Like Swiss Hills

61
Q

A study revealed that

A

girls anticipated the same lifestyle as boys, lower income minority students were more positive about school than wealthy ones; high-achieving students see school as play-like, not work-like; clear job goals don’t guarantee a smooth transition to adult work

62
Q

Today, more than ____% of high school seniors expect to go to college, and more than ____% anticipate professional jobs.

A

90; 70

PSYC 207 (7 decks)

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