Today, the education environment is much competitive, and students keep struggling to maintain their position in that competition. How would it impact the way they foresee their future?
Accomplishments or achievements are the building blocks that enable students to construct a sense of success in themselves. Through achievement, one develops positive self-esteem, feeling of acceptance, competence and self-worth. Similar to achievement, self-esteem develops early in life, helping adolescents to develop their own concept of achievement motivation. One may ask, how would this sense of achievement and self-esteem impact adolescent in their character development?
At an early age, the mastery of tasks requires concentration and more frequent attempts are needed to achieve tasks. The sense of defeat and inability to accomplish tasks on hand are a certain way to learn defeat, but perhaps the more lasting message is the feelings that accompany the failure. To accept the defeat and move on or try-hard, again and again, are two of the lessons a child learn from the achievement behaviour.
A child learns from the responses he gets from parents, teachers and peers. For every child, these significant others are their parents, teachers and friends. How can these significant others boost the sense of achievement in their child? Source: familydoctor.
However, achievement behaviour not always provides positive results in teens behaviour. There are limitations, as well. In one review of research about learning goals, for example, students with primarily mastery orientations toward a course they were taking not only tended to express greater interest in the course, but also continued to express interest well beyond the official end of the course, and to enroll in further courses in the same subject Harackiewicz, et al.
Video 7. Performance goals, on the other hand, imply extrinsic motivation and tend to show the mixed effects of this orientation. A positive effect is that students with a performance orientation do tend to get higher grades than those who express primarily a mastery orientation. The advantage in grades occurs both in the short term with individual assignments and in the long term with overall grade point average when graduating.
A possible reason is that measures of performance—such as test scores—often reward relatively shallow memorization of information and therefore guide performance-oriented students away from processing the information thoughtfully or deeply. Another possible reason is that a performance orientation, by focusing on gaining recognition as the best among peers, encourages competition among peers.
As we mentioned, failure-avoidant goals by nature undermine academic achievement. Often they are a negative byproduct of the competitiveness of performance goals Urdan, If a teacher and sometimes also fellow students put too much emphasis on being the best in the class, and if interest in learning the material as such therefore suffers, then some students may decide that success is beyond their reach or may not be desirable in any case. The alternative—simply avoiding failure—may seem wiser as well as more feasible.
Once a student adopts this attitude, he or she may underachieve more or less deliberately, doing only the minimum work necessary to avoid looking foolish or to avoid serious conflict with the teacher.
Avoiding failure in this way is an example of self-handicapping —deliberate actions and choices that reduce the chances of success.
Students may self-handicap in a number of ways; in addition to not working hard, they may procrastinate about completing assignments, for example, or set goals that are unrealistically high. We have discussed educational policies that impact the curriculum in schools above.
To explore these, first, ask yourself if all parents who enter the school with concerns about their child are received in the same way? What would make this less likely?
Lareau and Horvat found that teachers seek a particular type of involvement from particular types of parents. Lareau and Horvat offer three cases of African-American parents who were each concerned about discrimination in the schools.
Note the variation in approaches and outcomes for these three families:. Working within the system without direct confrontation seemed to yield better results for the Irvings, although the issue of discrimination in the school was not completely addressed.
Caldron was the least involved and felt powerless in the school setting. Her lack of family capital and lack of knowledge and confidence keep her from addressing her concerns with the teachers.
What do you think would happen if she directly addressed the teachers and complained about discrimination? Chances are, she would be dismissed as undermining the authority of the school, just as the Masons, and might be thought to lack credibility because of her poverty and drug addiction.
The authors of this study suggest that teachers closely examine their biases against parents. What happens when parents have concerns over school policy or view student problems as arising from flaws in the educational system?
How are parents who are critical of the school treated? And are their children treated fairly even when the school is being criticized? Certainly, any efforts to improve effective parental involvement should address these concerns.
Imagine being a 3rd-grader for one day in public school. What would the daily routine involve? To what extent would the institution dictate the activities of the day and how much of the day would you spend on those activities? Would you always be on task? What would you say if someone asked you how your day went? Students move between various states as they negotiate the demands of the school system and their own personal interests.
The majority of the day minutes takes place in the student state. This state is one in which the student focuses on a task or tries to stay focused on a task, is passive, compliant, and often frustrated. Long pauses before getting out the next book or finding materials sometimes indicate that frustration.
The street corner state is one in which the child is playful, energetic, excited, and expresses personal opinions, feelings, and beliefs. About 66 minutes a day take place in this state. This is the state in which friends talk and play. In fact, teachers sometimes reward students with opportunities to move freely or to talk or to be themselves.
But when students initiate the street corner state on their own, they risk losing recess time, getting extra homework, or being ridiculed in front of their peers.
The home state occurs when parents or siblings visit the school. The sanctity state is a time in which the child is contemplative, quiet, or prayerful. Typically the sanctity state is a very brief part of the day. Since students seem to have so much enthusiasm and energy in street corner states, what would happen if the student and street corner states could be combined? Would it be possible? Many educators feel concerned about the level of stress children experience in school. Some stress can be attributed to problems in friendship.
This article reports concerns of a principal who worries that students begin to burn out as early as 3rd grade. Why do schools assign homework so frequently? A look at cultural influences on education may provide some answers. Another way to examine the world of school is to look at the cultural values, concepts, behaviors and roles that are part of the school experience but are not part of the formal curriculum. These are part of the hidden curriculum but are nevertheless very powerful messages.
The hidden curriculum includes ideas of patriotism, gender roles, the ranking of occupations and classes, competition, and other values. Teachers, counselors, and other students specify and make known what is considered appropriate for girls and boys.
The gender curriculum continues into high school, college, and professional school. Students learn a ranking system of occupations and social classes as well. Students in gifted programs or those moving toward college preparation classes may be viewed as superior to those who are receiving tutoring. Gracy suggests that cultural training occurs early. A typical day is filled with structure, ritual, and routine that allows for little creativity or direct, hands-on contact.
Emphasizing math and reading in preschool and kindergarten classes is becoming more common in some school districts. It is not without controversy, however.
However, these ideas are only possible explanations for our results and future studies in this field should focus more on assessing aspects of parental involvement. As many studies within educational research put a great emphasis on analyzing academic pressures and examination stress in schools e.
For greater details, the analyses undertaken in the present study should be replicated with longitudinal data to clarify the direction of the effects. Consequently, further studies should examine more parental background information.
Moreover, the investigated sample consisted of students who attended a Gymnasium, the highest and most selective school track in Germany. Therefore, our results cannot be transferred to other types of schools. However, it would still be interesting to examine how the relationship between academic success and LS turns out to be in other types of schools if students attend a school type lower than the one their parents attended.
Finally, the present study tried to give insight into factors influencing the relationship between academic achievement and LS. Therefore, the results of this study may give reason to critically engage in questions about gender roles and family in modern society of Western Germany today. Another interesting direction through which to extend this investigation is to examine differences concerning gender and migration background of high and low SES students.
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Aiken, L.
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