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Achievement orientation (view source)
Revision as of 22:39, February 12, 2025
, 22:39, February 12, 2025→Factors which impede achievement
“Never underestimate how wrong you can be. Even the most careful planning can be overtaken by external events and circumstances.” - Dan Peña, American businessman and business coach<ref>[https://twitter.com/danspena/status/1339555447741829125?lang=en Dan Peña's Twitter feed]</ref>
“Never underestimate how wrong you can be. Even the most careful planning can be overtaken by external events and circumstances.” - Dan Peña, American businessman and business coach<ref>[https://twitter.com/danspena/status/1339555447741829125?lang=en Dan Peña's Twitter feed]</ref>
== Research on achievement orientation ==
[[File:Research on achievement orientation.png|thumbnail|center|800px]]
{{Clear}}
=== Journal articles on achievement orientation ===
*[https://www.tandfonline.com/doi/full/10.1080/02673843.2019.1679202#abstract Grit, self-efficacy, achievement orientation goals, and academic performance in University students], ''International Journal of Adolescence and Youth'', Volume 25, 2020 - Issue 1
*[https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-0663.94.3.562 Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation], Journal of Educational Psychology, 94(3), 562–575. https://doi.org/10.1037/0022-0663.94.3.562
*[https://pmc.ncbi.nlm.nih.gov/articles/PMC5697574/ Achievement goal profiles and developments in effort and achievement in upper elementary school], ''British Journal of Educational Psychology''. 2017 Jun 13;87(4):606–629. doi: 10.1111/bjep.12167
*[https://pubmed.ncbi.nlm.nih.gov/29637848/ ''Pro-Social Goals in Achievement Situations: Amity Goal Orientation Enhances the Positive Effects of Mastery Goal Orientation''], ''Perspectives of Social Psychology Bulletin''. 2018 Aug;44(8):1258-1269. doi: 10.1177/0146167218765745. Epub 2018 Apr 11.
*[https://gifted.uconn.edu/aom/#:~:text=The%20Achievement%20Orientation%20Model%20suggests,to%20self%2Dregulate%20and%20achieve. Why I Believe I Achieve Determines Whether I Achieve], Renzulli Center for Creativity, Gifted Education, and Talent Development, University of Connecticut
*[https://www.sciencedirect.com/science/article/pii/S277323392500004X Predicting student success: Considering social and emotional skills, growth mindset, and motivation], Social and Emotional Learning: Research, Practice, and Policy. Volume 5, June 2025, 100080
==== Education: Achievement Orientation Model (Siegle & McCoach, 2005) ====
[[Image:Francisco Progress through Education.jpg|thumb|right|Progress through Education by the Filipino Carlos V. Francisco.]]
*[https://gifted.uconn.edu/aom/ Achievement Orientation Model (Siegle & McCoach, 2005)]
*[https://www.researchgate.net/figure/Achievement-Orientation-Model-developed-by-Siegle-and-McCoach_fig1_270608614 Achievement Orientation Model (Siegle & McCoach, 2005)] (Useful diagram)
'''Key variables to task engagement and achievement:'''
'''1.''' Possesses adequate skills to perform the task (See: [[Skills]] and [[Self-efficacy]])
'''2.''' [[Values]] the task or outcomes (Meaningfulness)
'''3.''' Expects to succeed (Environmental perception. See also: [[Confidence]] and [[Self-efficacy]] and [[Positive thinking]] and [[Optimism]]
'''4.''' Confident in one's ability to perform the task (See: [[Confidence]] and [[Self-efficacy]])
'''5.''' Sets realistic expectations and implements realistic strategies to successfully complete goals ([[Self-regulation]])
'''6.''' Home, peers and school are important input (See: [[Social influence]])
== Factors which impede achievement ==
== Factors which impede achievement ==