U of U PSY 1230 - Psychology of Adolescence Lecture

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Psychology 1230: Psychology of AdolescenceAdministrative AnnouncementsFinal WEB Discussion Topic (#30)WEB Discussion ProcessHandout SummaryEveryone Needs Something!Supplementary ReadingAchievement: OverviewWeiner’s Attribution Theory of AchievementThree Dimensions of Causal AttributionsThree Dimensions of Causal Attributions (continued)Combinations of Causal Attributions & Explanations for FailureAttributions and AchievementStudy by Wilson & LinvilleCareful of your standards!Working with Low Achieving KidsLow achievers with low ability who have developed low achievement expectationsKids with failure syndromeCognitive retraining methods: ICognitive retraining methods: IICognitive retraining methods: IIISlide 22Adolescents Motivated to Protect their Self-worth by Avoiding FailureSlide 24Summary Achievement1Psychology 1230: Psychology of AdolescenceDon HartmannAutumn 2005Lecture #22: © Achievement2Administrative AnnouncementsAutobiographical term paper due today, Monday, November 28th. Please do NOT email your papers to me.The class dumped on me over the weekend. I must have had 20-25 abstracts/references. In order to edit them and return them to you, I had to be brief and not as gentle as I would like to have been. My apologies.Note: More WEB discussion groups disbanded due to overdue summary/evaluations.Office hours tomorrow (Tuesday) are iffy; I have a 9-12 service call arrangement that may not be complete before 11. Sorry3Final WEB Discussion Topic (#30)#30: Guardian’s Role in Education. 4♀ + 1♂ V. (Summary-Evaluation due on Monday, December 12th): John’s parents are stationed in a faraway country during his early high school years, and so John lives with his grandparents. (They have the opportunity to do IT better than they did with John’s parent.) What should the school counselor (or some similar individual) tell John’s grandparents about their role in John’s education?4WEB Discussion ProcessGroup #3 due #4 due #5 dueWhippets 10/27 (10/26) 11/14** Disbanded4♀+1♂ 10/28 (10/28) 11/18 (11/18) 12/12JusticeLeague 11/15** DisbandedPithHelmets 11/09 (11/09) 11/28MAJACS 10/25 (10/25) 11/11 (11/11) 12/07Psyched 12/12----------Note: Anyone can contribute to any WEB discussion; group members are responsible to summarizing the discussion. The last day to contribute to any discussion is 3 days before the due date. Dates in parenthesis indicate the date handed in. Bolded dates indicate that material handed in was incomplete; more is required.**Where is the summary??5Handout Summary Handout WEB Date Date 39. Quiz 2 from Spring ’05 10/31----- 40. Lect. #17: Autonomy 11/07 41. Handout: Supplemental Project #2 11/04 42. Handout: Supplemental Project #3 11/07 43. Lect. #17b: Family Conflict 11/08 44. Study Guide #10 11/08 45. Lect. #18: Peers 11/10 46. Lect. #19: Peers II: Pop. & Friendship 11/11 47. Lect. #20: Bullying 11/17 48. Study Guide #11 (corrected) 11/21 49. Lect. #21: Schools 11/21 50. Study Guide #12 11/21 51. Lect. #22a: Achievement 11/28 52. Study Guide #13 11/286Everyone Needs Something!7Supplementary ReadingBrophy, J. (1998). Motivating students to learn. New York: McGraw-Hill.Covington, M. V. Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press. Weiner, B. (1986). An attribution theory of motivation and emotion. New York: Springer.8Achievement: OverviewWeiner’s attribution theory of achievementWorking with students with achievement “problems”Coordinates with text, pp. 430-434, 438-442Next: Lecture #22b: Culture9Weiner’s Attribution Theoryof AchievementA cognitively‑based theory that argues that individuals are cognitive beings who want to know why they and others are behaving the way they areWhen we classify the behaviors of ourselves or of other, that are certain dimensions that we regularly use for the classification of causes: locus, stability, and controllability.What kinds of self-attributions do you make about achievement situations?10Three Dimensions of Causal AttributionsLocus: Internal‑external–Internal factors are those internal to us ‑‑ traits, abilities, motives, and such. –External are factors out there: Environmental and situation factors, such as a reward or external inducement such as access to the family car.3$Stability: ─ Stable factors are those that remain largely the same, such as ability or education. ─ Unstable factors are such things as luck and effort11Three Dimensions of Causal Attributions (continued)Controllability: The extent to which the individual can control a cause.12Combinations of Causal Attributions & Explanations for FailureInt-St-Uncont Low aptitudeInt-St-Cont Never studyInt-Unst-Uncont Sick the day of the testInt-Unst-Cont Did not study for this particular testExt-St-Uncont School has tough requirementsExt-St-Cont The instructor is biasedExt-Unst-Uncont Bad luckExt-Unst-Cont Friends failed to helpCausal Attribution Reason Given for Failure-----Int=Internal; Ext=External; St=Stable; Unst=Unstable; Cont=Controllable; Uncont=Uncontrollable13Attributions and AchievementIf we attribute success to internal causes, our success is more likely to produce in- creases in self-esteem• If we attribute our success to stable factors, we are more likely to anticipate success again under similar circumstances• Controllability relates to felt emotions14Study by Wilson & LinvilleUsed college freshman who were not performing well in school and who were anxious about gradesTwo-group (experimental and control group) design. The independent variable (IV):–Half of participants told how grades invariably improved after the first year, and saw videotapes of seniors talking about how their grades improved after the first year. –The other half had no such information.The results: The group made to believe their failure was temporary (unstable) did better on achievement tests—dependent variable (DV)—administered immediately after the instructional manipulation, as well as on grades one year later15Careful of your standards!16Working with Low Achieving KidsBrophy’s strategies for improving the motivation of hard-to-reach, low-achieving kids. Three cases:Low achievers with low ability who have developed low achievement expectations


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U of U PSY 1230 - Psychology of Adolescence Lecture

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