Adolescent Development - School, employment, achievement/Achievement (Occupational choice - Chapter 11)
Explain why intrinsic motivation involves learning goals and extrinsic motivation performance goals. How do parents sometimes stimulate extrinsic motivation?
Intrinsic motivation involves learning goals and extrinsic motivation performance goals because basically intrinsic motivation (learning goals) - strive to achieve because of the internal pleasure they get out of learning and mastering the material, pleasant, for a subject: that subject is interesting to you, not hard to bring yourself to read material for that course, find more information on web, not hard to study, intrinsically motivated to learn more about the material, not hard to go to class, want to learn as much as possible about this particular subject -> end up with learning goals (class fascinates you and want to learn as much as possible), positive experience for intrinsic motivation if highly interested in learning the material and fascinated by it, and extrinsic motivation (performance goals) - strive to achieve because of external rewards or punishment for performance, less intense, you have to take this class, it's required for your specific career choice or major, "I have to get through this class," not highly interested in it, performance goals - ex: "let me just pass the class," or "I must have an A in the class," goal - let me get through this with an A or D, not very motivating to actually learning the material, punishment - if I don't do well -> adds element of fear. How parents sometimes stimulate extrinsic motivation is by basically problems with adding extrinsic motivation/rewards - diminishes motivation! -> even for things people were originally intrinsically motivated to do, ex: paying people for grades -> that would motivate them, if add external rewards like money for good grades, then that would make people work harder -> but lots of research shows that isn't true, in general -> adding extrinsic rewards really (lowers) diminishes motivation for particular task, kids figure out the things they get rewarded for are the less fun things, diminishes motivation.
What extracurricular activities are most popular among American teens?
Extracurricular activities that are most popular among American teens are basically athletics most popular in the United States 50% - high, in Europe - athletics not associated with schools, and other popular activities - not found in European schools (very rare), is an American thing: music (band, chorus, orchestra, glee club) 25%, and academic (science club, language clubs) 20% - 1 in 5.
How do peers influence academic achievement? In what direction is the influence (positive or negative?)
Peers influence academic achievement by basically in relation to school, the influence of friends is greater than that of parents in some respects -> more important in day-to-day school behaviors than parents are -> day-to-day school behaviors can add up to school achievement!: consistency of class attendance - ex: if peers think it's cool to skip class, then you'll skip class; time spent doing homework - ex: peers think you're a loser if you spend too much time on homework; how hard they try - ex: peers think it's cool to not try hard; grades - ex: peers think it's cool to have bad grades; and adolescent friends with high achievement and aspirations support and encourage each other in school - to study together, do lots of homework, to show enthusiasm for classes -> open to influence by peers (even in college!). In what direction is the influence (positive or negative) is basically peers can influence school for the good and the bad, peers can be influence to an extent of how you do these things -> can be good or bad, depends on who adolescent hangs out with -> huge influence on school achievement: consistency of class attendance - ex: if peers think it's cool to skip class, then you'll skip class; time spent doing homework - ex: peers think you're a loser if you spend too much time on homework; how hard they try - ex: peers think it's cool to not try hard; grades - ex: peers think it's cool to have bad grades; and adolescent friends with high achievement and aspirations support and encourage each other in school - to study together, do lots of homework, to show enthusiasm for classes -> open to influence by peers (even in college!).
Explain how people's beliefs about the nature of intelligence can affect their achievement.
People's beliefs about the nature of intelligence can affect their achievement by basically mastery-oriented learning leads to more achievement when knowing that intelligence is improvable when putting in a maximum amount of effort, whereas, learned helplessness leads to less achievement when believing that intelligence cannot be changed, regardless of effort; achievement-related attributions - constellation of attributions and beliefs (2) - some people have some versions of 1 or the other when it comes to subjects they're taking in high school or college -> affects whether you work or not on a subject - attributes = less focus, hard to frame as belief, big push for incremental view of ability!, and clip -> how it all applies to work (what we've been talking about) -> motivations apply to work - 1st and most important thing: belief -> more focus on this than attributes.
Describe the combinations of concentration and motivation among various activities that adolescents can be engaged in. What is the conclusion as to incidence of the most positive mental states?
The combinations of concentration and motivation among various activities that adolescents can be engaged in are basically in class (concentration = moderate, motivation = low), during sports (concentration = high, motivation = slightly higher), with friends (concentration = low, motivation = high), and during arts, hobbies, + in organizations (concentration = very high, motivation = highest); or low intrinsic motivation in class and people do try and concentrate in class -> not very motivated, with friends - motivated to hang out, but not engaged mentally (doesn't require concentration and focus) -> not a lot of effort, during sports - people are very intrinsically motivated - interested and engaged in sports, and concentrate -> positive on both counts -> want to get better, so motivated with effort, and during arts, hobbies, and in organizations - people are intrinsically motivated and they concentrate; distinction between "Leisure" and other activities - leisure activities (during sports and during arts, hobbies, and in organizations) is when you see more positive (higher) combinations of intrinsic motivation and concentration, and big distinction between school and sports/hobbies. The conclusion as to incidence of the most positive mental states is that basically mind state more positive in structured leisure activities than in classes or with friends; or adolescents' mind state more positive (higher x 2) in structured leisure than in classes (lower & higher) or with friends (higher & lower); or structured (structured by coaches or advisors of clubs) leisure activities - big part of high school in U.S. is extracurricular activities - sports teams, clubs, Olympiads (math and science), student government, good combination of both positive (higher) intrinsic motivation and positive (higher) concentration -> the real engagement!.
Explain the difference in attributions of success and failure in learned helplessness and mastery orientation.
The difference in attributions of success and failure in learned helplessness and mastery orientation is that basically 1 - (Mastery-Oriented) - Incremental view of ability - nature of your belief of ability, what is your view of ability, also known as malleable view of ability -> changeable ability, if you practice enough -> you can change your ability, some may have this ability but may not be inclined to try - unwilling to put in work, belief -> people want this the most -> more focus -> small interventions in kids -> leads to growth mindset - growth mindset -> open to choice, what do you want to grow in -> can get better at it! (incremental view of ability) - Can improve by trying - ex: physical skills like basketball or running, will try, as long as you work on it, then you can improve, will require work, Attribute success to ability (ex: doing well on math test because they're good at it), failure to lack of effort (ex: I didn't try hard enough or work hard enough - take credit for success and failure, and Focus on learning goals - intrinsic motivation, interested in learning stuff, mastering the material, and 2 - (Learned Helplessness) - Entity view of ability - belief, fixed view of ability, where you have it or you don't, people often hold this with respect to academic subjects - ex: "I just can't do math" or "I just can't do science," Cannot be changed - "I only have this much ability and nothing is going to change," result - you're not going to work very hard at it because you "just can't do math," or you're incapable of learning details, can't wrap head around it, no real point in working hard - ex: no amount of work will make you better at math, so people don't try because "can't change math ability" - no point in working hard because incapable, won't try in academic subjects Attribute success to luck (ex: I did well because she made an easy exam, not taking credit), failure to lack of ability (I just can't do math), and Focus on performance goals - ex: I need to get at least a C in this class.
What is the effect of involvement in extracurricular activities on achievement?
The effect of involvement in extracurricular activities on achievement is basically participation in extracurricular activities benefits less competent students more than their academically talented counterparts - helps them to stay in school - differential benefits - participation in extracurricular activities benefits less competent students more than their academically talented counterparts, - at-risk kids have very high proportion of dropping out - like 50% if no involvement in school activities, - marginal academic competence kids have high proportion of dropping out - like 30% if no involvement in school activities -> there's no point to go to school for these kids if they're not doing very good, bad grades are discouraging -> which is why they're at risk for dropping out -> high academic competence kids are also at some risk at dropping out if no involvement in school activities because they're bored out of their minds -> if all 3 categories/groups are involved in at least 1 activity in school, then the risk of dropping out drops - decreases tremendously -> at-risk - from 50% chance/proportion to 5% chance/proportion of dropping out, being involved in 1 activity is a huge win, more than 1 activity is even bigger win -> close to 0 proportion of dropouts -> helps kids to stay in school so they can graduate and get high school diploma -> better job prospects, sometimes sports is like huge factor to academic achievement because need certain grades to stay in sports activities, school districts investing in extracurricular activities are looking at retention win and advantaging their students that are at high risk to dropout.
What are the factors related to problem behavior during unstructured leisure time?
The factors related to problem behavior during unstructured leisure time are basically eight million U.S. school-aged youngsters not supervised by parents after school - so hang out with friends, and more arrests occur in school day afternoons - after school -> hanging out with peers -> more opportunities to get into trouble, 1) socializing with peers, 2) absence of adult supervision, and 3) lack of structure.
What are the relationships between SES and academic achievement? What are thought to be the explanations for this?
The relationships between SES and academic achievement are basically compared to lower-class peers, middle-class adolescents and upper middle-class: score higher on basic tests of academic skills - general school achievement, earn higher grades in school - GPA, and complete more years of schooling à all different ways of measuring school achievement that these kids do better at, probably due to parental factors. What are thought to be the explanations for this are basically reasons for worse school performance of poor youth (working class) - low SES: they begin school with a distinct academic disadvantage (scoring lower on tests of basic skills) - without much academic knowledge to start off - if start at low end of class -> have harder time catching up, less knowledge to be possessed, there are programs to help kids like these such as Headstart to get kid up to basic levels, but usually doesn't last once kid gets to school, also parents in poor environments may not have the time or energy to talk to their kids at large, and genetic (lower IQ) and environmental (less cultural and social capital) disadvantages - smidge of effect of genes because cognitive ability is highly heritable, if parents are of low IQ, then very likely you also will have low IQ/lower cognitive abilities (genetic), environmental - parents are less likely to take you to museums and sign you up for clubs and buy you chemistry sets, nature and nurture factors that contribute to less stimulation of higher school performance.
What types of things can parents do to prevent problem behavior as a result of unstructured leisure time?
The types of things that parents can do to prevent problem behavior as a result of unstructured leisure time are basically parental supervision.
Wherein lies the influence that parents have over academic achievement in their children? Recognize examples
Wherein lies the influence that parents have over academic achievement in their children is basically parents' high expectations for achievement - puts pressure on kid to do well in school, high demandingness, sometimes goes together with this ->, parents' involvement in their adolescent child's education - know how the kid is doing in classes - be aware of it and support them in doing their work well, and authoritative parenting style: high demandingness and high responsiveness - give some autonomy and appropriate guidance - high demandingness, high responsiveness - praise kid for good school work (or bad school work - negative). (Recognize examples).
Why particularly is achievement an adolescent issue?
Why particularly is achievement an adolescent issue is because basically adolescents' beliefs about their abilities, goals and attributions influence their actual achievement, which, in turn, shapes their beliefs about their abilities, beliefs about abilities <-> actual achievement à now it's more up to you and what you believe - can be virtuous or vicious cycle, if you think you'll do poorly and then you don't work very hard and then you do poorly and that reinforces your idea that you're not very good at this, and achievement beliefs/beliefs and achievement -> today: focus more on beliefs that affect achievement, extent to which you think you have the ability or don't have the ability, extent of your goals, what you think caused you to be good at something or caused you to not do well at something -> make a big difference to school achievement and achievement in general.
How does work outside school influence academic achievement? What appears to be a big factor of the influence of work on school achievement?
Work outside school influences academic achievement by basically working more than 10 hours/week can decrease academic performance, beyond 10 hours/week, the more adolescents work, the poorer their school performance - steep drop in GPA by 10 hours/week, big increase in class cutting by 10 hours/week (people who are probably not motivated in school - especially at 21+ hours/week), doing homework drops significantly by 10 hours/week, psychological symptoms/mental health issues start going up significantly by 10 hours/week, and mean frequency of getting at least 7 hours of sleep (heavily related to cognitive performance and school performance) drops by 10 hours/week -> even more at 21+ hours/week. What appears to be a big factor of the influence of work on school achievement is basically effect of work hours on school performance not so bad up to 10 hours/week, after 10 hours/week -> gets bad by a lot.
Explain how the stereotype threat beliefs work.
telling ethnic minorities or females or old people that their group typically does poorly on a certain kind of test which results in lower scores on that test How the stereotype threat beliefs work is by basically it affects school performance for the worst (Claude Steele), and stereotype threat: telling ethnic minorities or females or old people that their group typically does poorly on a certain kind of test results in lower scores on that test - supposed to happen if there's a stereotype against your group, ex: your ethnic group is poor academically (stereotype), requires reminding people that they aren't good at something and then they will do more poorly, ex: if you remind girls of stereotype that they are bad at math, then they will do badly on math test, some effect of stereotype threat -> depends on how task is framed, whether or not people strongly identify with social group that stereotype counts for, but not super strong effect, but it is an effect manifested in many different ways, your association with group means that stereotypes about that group are going to affect your performance -> it is there.
