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 goodcredit 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 childhoodo 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 collegeo Choosing a career could occur well after college graduationFSHD 377 NOTES (FOR EXAM 3)The role of non-cognitive factors related to achievementMotives- 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 peopleBeliefs 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  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 engagedo competence, autonomy, and relatedness o i.e. environment is key Academic performanceBeliefs about self-efficacyFSHD 377 NOTES (FOR EXAM 3)The roles of schools and teachersExample 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 theirability 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 teacherso 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 bestFSHD 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/FriendsParental Expectations HIGH LOW - parent’s responsiveness/demandingness is also important here The Influence of Parental Practices- aspects of the home are better predictors of academicachievement 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 teacherquality - Adolescents expect more from themselves- Self-fulfilling prophecy- Poor achievementFSHD 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