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"Achievement motivation"
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Hidden potential : the science of achieving greater things
\"The #1 New York Times bestselling author of Think Again illuminates how we can elevate ourselves and others to unexpected heights. We live in a world that's obsessed with talent. We celebrate gifted students in school, natural athletes in sports, and child prodigies in music. But admiring people who start out with innate advantages leads us to overlook the distance we ourselves can travel. We underestimate the range of skills that we can learn and the amount of ground that we can gain. When opportunity doesn't knock, there are ways to to build a door. Hidden Potential offers a new framework for reaching aspirations and exceeding expectations. Realizing potential isn't about being a workaholic or a perfectionist. What matters most is not how hard we work, but how well we learn. It's not about being a genius-growth depends more on developing character skills than cognitive skills. The character skills that propel progress include the proactivity to absorb and adapt to new information, the courage to embrace discomfort, and the determination to find the beauty in imperfections. Mastering those skills doesn't require us to find the one perfect mentor or expert coach to guide us. Often we just need to borrow a compass to begin charting our own path. And we can clear the path for more people by building better systems of opportunity in our schools, teams, and workplaces. Many writers have chronicled the habits of superstars who accomplish great things. This book breaks new ground by revealing how anyone can rise to achieve greater things. The true measure of your potential isn't the height of the peak you reach, but how far you climb to get there\"-- Provided by publisher.
Book
The Social Life of Achievement
What happens when people \"achieve\"? Why do reactions to \"achievement\" vary so profoundly? And how might an anthropological study of achievement and its consequences allow us to develop a more nuanced model of the motivated agency that operates in the social world? These questions lie at the heart of this volume. Drawing on research from Southeast Asia, Europe, the United States, and Latin America, this collection develops an innovative framework for explaining achievement's multiple effects-one which brings together cutting-edge theoretical insights into politics, psychology, ethics, materiality, aurality, embodiment, affect and narrative. In doing so, the volume advances a new agenda for the study of achievement within anthropology, emphasizing the significance of achievement as a moment of cultural invention, and the complexity of \"the achiever\" as a subject position.
eBook
Moderation of the Big-Fish-Little-Pond Effect
The big-fish-little-pond effect (BFLPE), the negative effect of school-/class-average achievement on academic self-concept, is one of educational psychology’s most universal findings. However, critiques of this research have proposed moderators based on achievement motivation theories. Nevertheless, because these motivational theories are not sufficiently well-developed to provide unambiguous predictions concerning moderation of the BFLPE and underlying social comparison processes, we developed a Theory-Integrating Approach; bringing together a panel of experts, independently making theoretical predictions, revising the predictions over several rounds based on independent feedback from the other experts, and a summary of results. We pit a priori hypotheses derived from achievement motivation theories against the more parsimonious a priori prediction that there is no moderation based on previous BFLPE empirical research and Darwinian-economic theory (N = 1,925 Hong Kong students, 47 classes, M age = 12 years). Consistent with both BFLPE research and Darwinian perspectives, but in contrast to achievement motivation theory predictions, the highly significant BFLPE was not moderated by any of the following: prior achievement, expectancy-value theory variables, achievement goals, implicit theories of ability, self-regulated learning strategies, and social interdependence theory measures. Although we cannot “prove” that there are no student-level moderators of the BFLPE, our synthesis of social comparison posited in the BFLPE theory and an evolutionary perspective support BFLPE’s generalizability. We propose further integration of our Theory-Integrating Approach with traditional Delphi methods, combining quantitative and qualitative approaches to develop a priori theoretical predictions and identify limitations in existing theory as an alternative form of systematic review.
Journal Article
The Correlates of Academic Stress in Hong Kong
Most previous studies have attempted to explore how different personal, familial, or school factors are linked to academic stress in Western countries. However, relatively less research has incorporated these different factors into one model to examine the most crucial correlate(s) that predict academic stress, particularly in the East Asian context, where the level of academic stress among adolescents is high. This study examined how perfectionism, social-oriented achievement motivation, parental aspiration for achievement, parent–child relationship, emphasis on academics in school, and school climate work together to predict academic stress in Hong Kong. One thousand eight hundred and four students from eight secondary schools in Hong Kong participated in this study. The results indicate that perfectionism, social-oriented achievement motivation, parent–child relationships, and emphasis on academics in school have significant associations with academic stress, while perfectionism and social-oriented achievement motivation, the two factors from the personal domain, are the dominant drivers of academic stress. In addition, these findings applied to both genders. As the significant correlates come from the personal, familial, and school domains, this study recommends multilevel interventions for decreasing the level of academic stress. In addition, this study also suggests further research directions to examine the psychosocial mechanism between the correlates and academic stress.
Journal Article
The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners
Previous studies have examined learner factors such as anxiety, self-efficacy, and achievement motivation in ESL/EFL (English as a second language/English as a foreign language) writing. Studies have affirmed that self-efficacy and achievement motivation could enhance writing performance, whereas anxiety may hinder writing achievement. This study aimed to examine individual differences in Iraqi EFL learners’ writing anxiety, writing self-efficacy, and writing achievement motivation in the Iraqi EFL context. A quantitative approach, specifically the correlational design, was employed to examine the abovementioned relationships. The sample of the study comprised 100 Iraqi undergraduate students majoring in English language from two Iraqi public universities. Data were collected via four instruments: three questionnaires, namely, Second Language Writing Anxiety Inventory (SLWAI), Writer Self-Perception Scale (WSPS) and Achievement Goal Questionnaire (AGQ), and one descriptive writing task. The findings of this study discovered that the higher the writing anxiety level, the poorer the writing performance, whereas the higher the writing self-efficacy and writing achievement motivation level, the better the writing performance. The findings of this study also indicated that both writing self-efficacy and writing anxiety, and writing anxiety and writing achievement motivation were negatively correlated, whereas writing self-efficacy and writing achievement motivation were significantly and positively correlated. This study suggests that these factors need to be taken into consideration in EFL writing instruction to facilitate the teaching and learning process of EFL writing, which in turn would help enhance the EFL undergraduates’ writing ability.
Journal Article
Sociodemographic and work-related variables affecting achievement motivation assessed with the LMI among professionally active nurses under study
Achievement motivation is a particular category of an employee’s motives towards professional development, associated with positive emotions in challenging task-oriented situations. Our objective was to determine the effect of selected sociodemographic and work-related variables on achievement motivation according to the Achievement Motivation Inventory (LMI) for professionally active nurses. The study included 830 Polish nurses. We have applied the diagnostic survey method, the questionnaire technique, using the LMI and the authors’ survey questionnaire. A statistically significant (
p
< 0.05) positive correlation was demonstrated between the respondents’ age and the LMI scales: Independence (
r
= 0.15), Confidence in success (
r
= 0.11), Dominance (
r
= 0.10), Eagerness to learn (
r
= 0.12), Compensatory effort (
r
= 0.08), Flow (
r
= 0.10), Self-control (
r
= 0.14). With respect to the effect to educational background on achievement motivation according to the LMI, it was concluded that for all statistically significant relationships, a higher mean level of the characteristic under study was noted in the group of respondents with higher education compared to the individuals with secondary education (
p
< 0.05). Data analysis showed statistically significant differences (
p
< 0.05) in the achievement motivation according to the LMI of the nurses under study, depending on the completion of the nursing specialisation programme. For all statistically significant differences, a higher mean level of the characteristic under study was noted in the group of nurses who use EBNP at work compared to those who do not use EBNP. The strongest effect of the impact of this variable on the characteristics under study was noted for the variables Eagerness to learn (d = 0.41; 95% CI [0.27; 0.55]), Preference for difficult tasks (d = 0.39; 95% CI [0.25; 0.54]), Self-confidence (d = 0.39; 95% Cl [0.24; 0.53]), and Flexibility (d = 0.34; 95% Cl [0.19; 0.48]).
Journal Article