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| | “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> |
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| − | == Journal articles on achievement orientation ==
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| − | *[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.
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| − | [[Image:Francisco Progress through Education.jpg|thumb|right|Progress through Education by the Filipino Carlos V. Francisco.]]
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| − | === Education: Achievement Orientation Model (Siegle & McCoach, 2005) ===
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| − | *[https://gifted.uconn.edu/aom/ Achievement Orientation Model (Siegle & McCoach, 2005)]
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| − | *[https://www.researchgate.net/figure/Achievement-Orientation-Model-developed-by-Siegle-and-McCoach_fig1_270608614 Achievement Orientation Model (Siegle & McCoach, 2005)] (Useful diagram)
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| − | '''Key variables to task engagement and achievement:'''
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| − | '''1.''' Possesses adequate skills to perform the task
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| − | '''2.''' Values the task or outcomes (Meaningfulness)
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| − | '''3.''' Expects to succeed (Environmental perception)
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| − | '''4.''' Confident in one's ability to perform the task (Self-efficacy)
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| − | '''5.''' Sets realistic expectations and implements realistic strategies to successfully complete goals (Self-regulation)
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| − | '''6.''' Home, peers and school are important inputs
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| | == Factors which impede achievement == | | == Factors which impede achievement == |