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Goal orientation, or achievement orientation, is an "individual disposition towards developing or validating one's ability in achievement settings". [1] In general, an individual can be said to be mastery or performance oriented, based on whether one's goal is to develop one's ability or to demonstrate one's ability, respectively. [ 2 ]
[2] Overachievers are generally contrasted with underachievers, who perform less well than the instructor thinks they should given their intelligence. An Encyclopedia of Psychology notes that “[g]enerally, these terms are not used by either educators or psychologists.” [ 3 ] While the concept of over- and underachievers has wide acceptance ...
Controversy over the article led to the coining of the term Jensenism, [2] defined as the theory that IQ is largely determined by genes, including racial heritage. [3] It is among the most controversial [ 4 ] [ 5 ] in American psychology , and was largely responsible for initiating the current debate over race and intelligence .
[3] [5] To avoid the conclusion of incapability and hence maintain self-worth, some students choose to use defensive strategies such as putting in less effort and setting low standards towards the event of evaluation. [1] These strategies, which support the maintenance of self-worth, are called self-handicapping and defensive pessimism ...
Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.
A performance goal is a goal focused on gaining favorable judgement or avoiding unfavorable judgements by others. Performance goals focuses on ensuring that one's performance is noticeably superior to others. This motivation to outperform others is what enables the person to strive for more achievement in and outside of school and work as well.
Educational psychology is the branch of psychology concerned with the scientific study of human learning.The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning.
McClelland's research showed that 86% of the population are dominant in one, two, or all three of these three types of motivation. His subsequent research, published in the 1977 Harvard Business Review article "Power is the Great Motivator", found that those in top management positions had a high need for power and a low need for affiliation ...