The Experts below are selected from a list of 1434 Experts worldwide ranked by ideXlab platform
Wiebke Bleidorn - One of the best experts on this subject based on the ideXlab platform.
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hitting the road to adulthood short term personality development during a major life transition
Personality and Social Psychology Bulletin, 2012Co-Authors: Wiebke BleidornAbstract:Previous research suggests that normative life transitions have the potential to trigger personality maturation. But what exactly happens during such a transitional stage? The present study examined personality trait changes in a sample of 910 German high school students during their transition from school to adult life. Despite the short observation period of three semiannual measurements, growth curve analyses revealed significant mean-level changes in personality traits. These changes occurred primarily in a positive direction, were strongest for the trait of conscientiousness, and most pronounced in those students who were directly confronted with this transitional experience. Bivariate growth curve models indicated that individual differences in personality change were substantially associated with changes in students' investments into Achievement Behavior. Supporting socioanalytic perspectives on personality development, these findings can be discussed with respect to process approaches to personality change assuming that consistent Behavioral changes might lead to personality change in a bottom-up fashion.
Dale H. Schunk - One of the best experts on this subject based on the ideXlab platform.
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Coming to Terms with Motivation Constructs.
Contemporary Educational Psychology, 2000Co-Authors: Dale H. SchunkAbstract:The field of motivation is beset with a lack of clear definition of motivational constructs and specification of their operation within larger theoretical frameworks. These problems have implications for interpretation of research results and applications to practice. The articles in this collection represent an important step in attaining greater clarity. Future research should be directed toward clarifying conditions under which motivational constructs predict Achievement Behavior, delineating the role of social processes in motivation, and exploring long-term motivation in the face of obstacles and competing demands.
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Social-self interaction and Achievement Behavior
Educational Psychologist, 1999Co-Authors: Dale H. SchunkAbstract:This article describes a dynamic model of Achievement in which social influences are internalized and used self-regulatively by learners. The conceptual focus is social cognitive theory with emphasis on triadic reciprocality and phases of self-regulatory development. Social (instructional) factors, self (personal) influences, and Achievement outcomes (Behaviors) reciprocally interact during learning; the direction and strength of reciprocal influence will vary due to level of skill acquisition and phase of self-regulatory development. Research is summarized on social modeling, self-verbalization, and goals with progress feedback; each involves social transmittal of skills and strategies and a means for learner internalization. The social cognitive perspective is contrasted with other theoretical views that highlight the role of the social environment in learning. This article concludes with suggestions for future research.
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Implicit Theories and Achievement Behavior
Psychological Inquiry, 1995Co-Authors: Dale H. SchunkAbstract:It is a pleasure to comment on Dweck, Chiu, and Hong's target article. Like so many of Dweck's earlier works, this article makes a substantive contribution to the psychological literature on the role of self-perceptions in Behavior. The article summarizes much research on the operation of implicit theories. The theoretical framework is well presented, and the research evidence is impressive. In this commentary, I discuss the theory and research on implicit theories and raise some issues of concern. I conclude with some suggested directions for future research. To focus my discussion, I concentrate on the role of implicit theories in Achievement Behavior.
Jonathan Metzler - One of the best experts on this subject based on the ideXlab platform.
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Gender differences in fear of success: A preliminary validation of the Performance Success Threat Appraisal Inventory
Psychology of Sport and Exercise, 2011Co-Authors: Nathalie André, Jonathan MetzlerAbstract:Objectives The present study was designed to examine the usefulness of the Performance Success Threat Appraisal Inventory (PSTAI; Metzler & Conroy, 2007) to assess fear of success in male and female elite athletes and its relationships with Achievement goal orientations. Introduced originally to explain gender differences in Achievement Behavior, we verify the usefulness of fear of success (FS) in sport domain by using the emotionally-based definition of FS proposed by Metzler and Conroy (2007), which is operationalized as belief strengths regarding aversive successes that predispose individuals to appraise success as threatening. Methods Three studies, involving 668 athletes, were designed to assess the multidimensionality of FS, the relationships between FS and personality variable such as anxiety, and the relationships between FS and Achievement goals. Results Component factorial analysis provided structural validity of the PSTAI and Pearson correlations supported the compromise hypothesis developed by Hyland (1989). Males who scored high on FS reported high somatic anxiety, worry, concentration disruption, preoccupation with rewards, and a tendency to suffer a lack of freedom in their relations with others. Regression analysis showed that FS males were predisposed to pursue mastery-avoidance goals. FS was not correlated with anxiety for females. Conclusions Evidence of the multidimensional structure of the PSTAI was obtained. Consistent with theoretical predictions, elite athletes are interested by mastery approach and they tend to report fear concerning their capabilities to progress, despite effort.
Paul Hanselman - One of the best experts on this subject based on the ideXlab platform.
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reappraising academic and social adversity improves middle school students academic Achievement Behavior and well being
Proceedings of the National Academy of Sciences of the United States of America, 2019Co-Authors: Geoffrey D Borman, Christopher S Rozek, Jaymes Pyne, Paul HanselmanAbstract:The period of early adolescence is characterized by dramatic changes, simultaneously affecting physiological, psychological, social, and cognitive development. The physical transition from elementary to middle school can exacerbate the stress and adversity experienced during this critical life stage. Middle school students often struggle to find social and emotional support, and many students experience a decreased sense of belonging in school, diverting students from promising academic and career trajectories. Drawing on psychological insights for promoting belonging, we fielded a brief intervention designed to help students reappraise concerns about fitting in at the start of middle school as both temporary and normal. We conducted a district-wide double-blind experimental study of this approach with middle school students (n = 1,304). Compared with the control condition activities, the intervention reduced sixth-grade disciplinary incidents across the district by 34%, increased attendance by 12%, and reduced the number of failing grades by 18%. Differences in benefits across demographic groups were not statistically significant, but some impacts were descriptively larger for historically underserved minority students and boys. A mediational analysis suggested 80% of long-term intervention effects on students' grade point averages were accounted for by changes in students' attitudes and Behaviors. These results demonstrate the long-term benefits of psychologically reappraising stressful experiences during critical transitions and the psychological and Behavioral mechanisms that support them. Furthermore, this brief intervention is a highly cost-effective and scalable approach that schools may use to help address the troubling decline in positive attitudes and academic outcomes typically accompanying adolescence and the middle school transition.
Corinna A. Ethington - One of the best experts on this subject based on the ideXlab platform.
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Gender Differences in a Psychological Model of Mathematics Achievement.
Journal for Research in Mathematics Education, 1992Co-Authors: Corinna A. EthingtonAbstract:This study examined the validity of the Eccles et al. (1983) theoretical model of Achievement Behaviors using data from the Second International Mathematics Study. With the Achievement Behavior defined as performance (mathematics Achievement), the dominant effects of the value of mathematics and expectations for success that are hypothesized by the model were not apparent, and effects differed for males and females. There were more direct and indirect influences on Achievement from the psychological constructs for females, suggesting that the explanation of mathematics Achievement within the context of this model was more complicated for females than for males.
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A Test of a Model of Achievement Behaviors
American Educational Research Journal, 1991Co-Authors: Corinna A. EthingtonAbstract:Drawing on the theoretical and empirical work of decision making, Achievement, and attribution theorists, Eccles and colleagues (1983) proposed an integrative theoretical model of Achievement Behaviors (e.g., persistence, choice, and performance). Defining Achievement Behavior as the intention to study more mathematics, the present study sought to determine the extent to which the key constructs within the psychological component of the model—expectations for success and task value—directly influence intention and serve as mediators for indirect influence of prior constructs. For males, expectations and value were the dominant influences and mediated the indirect influence of other variables. For females, expectations did not influence intention; dominant effects came from value, goals, and self-concept with value and goals serving as mediators of indirect influences.