UA FSHD 377 - FSHD 377 NOTES for exam 3 (18 pages)

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FSHD 377 NOTES for exam 3



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FSHD 377 NOTES for exam 3

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Pages:
18
School:
University of Arizona
Course:
Fshd 377 - Adolescence
Unformatted text preview:

FSHD 377 NOTES FOR EXAM 3 Achievement and Schools Guiding Questions What is achievement What contributes to motives that lead to achievement How can schools and families foster achievement Achievement Definition development of motives capabilities interests and behaviors that have to do with performance in evaluative situations o includes performance in educational settings Hopes and plans for future scholastic and occupational careers Most common o Schooling achieving a high school degree evaluative in the fact that you have to pass graduation tests or obtain high enough grades to graduate o Financial achievement learn skills and how knowledge behaviors to have a good credit score financially stable etc Achievement and Adolescence Begin to evaluate own talents abilities and opportunities o Sophisticated thinking about the future Preparation for adult roles o Make numerous educational and occupational decisions decisions made during adolescence are more consequential than those of childhood o however achievement not limited to adolescence Occupational Achievement process may be parallel or be a part of identity development o Examination of one s traits abilities and interests o Experimentation with different work roles o Involves an integration of influences from one s past with one s hopes for the future o Influenced by social environment Labor force changes higher education o Young adulthood is now more important than adolescence o Occupational plan development may not occur until end of college o Choosing a career could occur well after college graduation FSHD 377 NOTES FOR EXAM 3 The role of non cognitive factors related to achievement Motives Mastery motivation intrinsic seek to improve their competence o Believe they have control facots related to learning growth mindset o Don t give up easy when challenged sets in place a positive cycle o Declines across grade level tied to teacher school values o Autonomy support and home environment matter Performance motivation extrinsic seek to prove their competence o Equate learning with innate ability i e fixed intelligence o Give up easily decide that they can t do it just don t have what it takes Performance approach do better than other people Performance avoidance avoid doing worse than other people Beliefs about success and failure three factors interact to predict students behavior in school o 1 Belief that intelligence is fixed or malleable o 2 Mastery or performance orientation o 3 Sense of self efficacy adolescents beliefs about their abilities influence their actual achievement which in turn shapes their beliefs about their abilities Beliefs about self efficacy Academic performance Self determination theory DEO Ryan individuals will be most motivated to engage in tasks if they believe they had a choice and that they made the decision to be engaged o competence autonomy and relatedness o i e environment is key FSHD 377 NOTES FOR EXAM 3 The roles of schools and teachers Example Essay Question Pretend that you an emerging adolescent development expert have been asked by a school district to serve as a consultant for them in developing a new developmentally appropriate middle school i e the model middle school o In your model middle school how would teachers interact with students in the classroom o What are important beliefs for teachers and schools to have about their ability to teach students o What would be the optimal school set up o Please use information from the class to justify your answers Characteristics of Teachers Decrease in teachers sense of efficacy trust of students Increase in teachers concern with control Decrease in opportunities for close student teacher relationships Decrease in student autonomy and participation in classroom which is opposite of their capabilities Teachers views can really matter o Views of mastery intrinsic versus performance extrinsic is important may be diminish student motivation o Achievement attributions fixed versus growth can lead to learned helplessness o Stereotypes of women minorities individuals with disabilities Characteristics of school districts Increase in school optimal 500 1000 and class size Focus on testing What works o Qualified teachers o Safe positive social climate low risk of violence safe for all by race ethnicity sexual orientation etc Authoritative type discipline and social support is high More personal experiences teacher student bonding Restorative justice programs Less departmentalization and focus on tracking Developmentally appropriate start and end times 8 4 plan the best FSHD 377 NOTES FOR EXAM 3 The Curriculum developmentally appropriate and challenging o should build on each other include proper scaffolding and fit the development of adolescents o Person Environment Fit Theory Eccles Optimally motivated when good fit between needs of individual and opportunities provided by environment should include in the curriculum that are culturally relevant as well i e Arizona history Mexican American history etc these pieces increase intrinsic motivation and decrease boredom in school o a lack interest predicts disengagement The Role Family and Peers Friends Parental Expectations HIGH LOW Adolescents expect more from themselves Self fulfilling prophecy Poor achievement parent s responsiveness demandingness is also important here The Influence of Parental Practices aspects of the home are better predictors of academic achievement than the school environment o academic socialization key stage setting o parents general approach to parenting authoritative parenting The Influences of the home environment quality of the home environment provided cultural capital social capital tied more so with achievement than school or teacher quality FSHD 377 NOTES FOR EXAM 3 neighborhood conditions can negate these positive aspects Friend Peer Influence most salient influence on day to day achievement related behaviors not long term decisions o doing homework o effort in class and overall engagement in school peers can be more positive or negative undermining influence o a bidirectional and self selecting relationship academically strong peers associate and push each other o from middle to high school sometimes trying hard to classes is viewed as thing you want to hide i e what matters their orientation towards school the family environment has an effect on adolescents choice of friends which in turn influences school achievement The importance of socioeconomic status compared


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