SOC 312 Discussion Board 5 achievement, risk, and resilience

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soc 312

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hello again i have attached the question and a page from the book to help you with the question.

here is the citation for the book Adolescence

STEINBERG, L. (2017). ADOLESCENCE CONNECT ACCESS CARD. S.l.: MCGRAW-HILL EDUCATION.

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www.m T=* h he.com/stein berglle J f€o'd -. *hrl> CI]APTER 12 Achlevenrenl tr:-=#F?"?93fr+ *1 #,cm**ffi==€iae* F,ift',::,i+r':,:r ,i',,,. ','1 ir riii t! There is no question that success is partly determined by sheer ability (Bornstein, Hahn, & Wolke, 2013). But as many writers have pointed out, it takes more than talent to succeed-it also takes desire and determinationwhat some experts have ret-erred to as "grit" (Duckworth, Peterson, Matthews, & Kelly. 2007). Individuais differ in aagil *91*Y ?p &. rl th. * "d {*,("- W, #. 1:t. the extent to which they strive for success. and this diflbrential striving-which can be measured independently of ability-helps to account for different clegrees of actual achievement (Casilas et al., 2012 Mega. Ronconi, & .* q r* -n . , ,t {& Y? #, De Beni. 2014: Wigfield et a1., 20ll). Two students may both score equally on an intelligence or aptitude test, but if one student simply tries much harder than the other, their actual grades will probably ditf'er. As someone who has been advising undergraduate and graduate students for more than three decades, I can assure you that the difference between those who are successful and those who are not usually has much more to do with their drive and capacity fbr self'-direction than with their intelligence-an observation that is bclrne out hy scientific stLrdy (Andersson & Bergman. 201l; Duckrvorth & Seligman. 2005; Murayama. Peklun, Lichtenf'eld. & vom Hofe, 2013). As far as success in school or work is concerned, a certain amount of intelligence is necessary. but it's more important to be hard-working than to be brilliant. Adolescents with greater Inental toughness even sleep better than their peers. most probably because getting a good night's sleep helps us stay focused (Brand et a1.. 2014). In recent years, there has been growing interest in understanding the social and personality factors that predict success in school and work. especially things like selfcontrol and persistence (Padilla-Walker, Day, Dyer, & Black, 2013; Valiente, Swanson, & Eisenberg, 2012; Veronneau, Racer, Fosco. & Dishion, 2014). In a classic study conducted nearly 50 years ago. researchers presented prescl'roolers with the choice between receiving a single marshmallow immediately or waiting 15 minutes to get two of them. This test measured what psychologists call delay of gratification, the ability to wait longer to get a larger, better. ol' lrore valuable reward instead ol ar less attractive one available immediately. In the marshmallow study, children who had a stronger ability to delay gratification -'hen they were just preschoolers were far more likely than the others to be successful in school throughout childhood and adolescence, and, as adults, at work (Mischel. 20 l4). Motivation becornes a more and more important determinant of success during adolescence, as individuals increasingly are expected tcr take charge of their own educational careers. By the time one enters college, doing well is influenced as much by conscientiousness as it is by intelligence (Poropat. 2009). .""* lndividuols who ore intrinsicolly motivoted strive to ochieve becouse of the pleosure they get out of leorning ond mostering the moteriol. Generolly speoking, they perform better in school thon students who ore extrinsicolly motivoted. A Bananastock/ Age Fotostock RF .. Fear of Failure . vated 1() ue hreve Beinc rnotii r: on ly part delay ol gratl?lcatlon Even students r.r :- euer, o m.re who are determined to Suc- ' vaLuable r:w:rcl nst-^acl of a ceed are sometinres so afraid :i sma ler' le:: attract v"' ot ess of failing that rheir srrong ;:l::'::,:'; that s ava i:bL; ' achievement motivation is I of the story. of fhilure, which often creates feelings of anxiety durin-e tests or in other evaluative situations. can interfere with successful perfbrmance. When the achievement situation involves an easy task, and when a little anxiety helps to focus attention (if, fbr example, the task is borin-u), a nroderate amount of anxiety may improve perfbrmance by increasing one's concentration. But the anxiety generated by a strong fear of tailure interferes with successful perfbrmance. This often happens when the task involves learning something new or solving a complex problern-like many tasks taced by adolescents in school settings. Studies of adolescents from affluent backgrounds who are under strong pressure to do well in school find that it isn't so much parents' pressure to do well that creates mental health problems. but rather. parents' critie isnr when erpectations are not achieved (Luthar. Shoum, & Brown. 2006). An adolescent's achievement motivation and her or his f'ear of failure work together to pull the individual toward (or repel the individual from) achievement situations. undermined. Fear 323 324 PART 3 Psychosociai Development During Adolescence Individuals with a relatively strong need for achievement and a relatively weak fear of failure are more likely to actively approach challenging achievement situations- Achievement Goal Orientation Two individuals by taking more difficult classes, for example-and to look forward to them. In contrast, those whose fear of mastery motivation (similar to intrinsic motivation) and performance motivation (similar to extrinsic moti- failure is relatively intense and whose need for achievement is relatively weak will dread challenging situations and do what they can to avoid them. Many students who have trouble persisting at tasks and who fear failure become underachieyers-students whose grades are far lower than one would expect based on their intellectual ability. vation).Individuals who have a strong mastery orientation strive to achieve because of the pleasure they get out of learning and mastering the material. Individuals who are mainly performance oriented strive to achieve because of the rewards they get for performing well (typically, good grades) and the punishments they receive for Self-Handicapping Distinguishing between students whose[rulerachievement is due mainly to anxiety and those who underperform for other reasons is important (Klassen et al., 2009; Midgley, Arunkumar, & Urdan, 1996; Midgley & Urdan, 1995). Some students actually want to appear uninterested in school because in some contexts this presentation may garner more respect and admiration from peers than academic success. Others want to make sure that they have an excuse for poor performance other than a lack of ability (Nurmi, Onatsu, & Haavisto, 1995). Still others may downplay the importance of academics as a response to their poor performance (Loose, Regner, Morin, & Dumas, 2012). These students may use various self-handicapping strategies-such as joking around in class, procrastination, turning in incomplete homework, or pafiying excessively the night before a big exam-as a way of self-protection ("I failed the test because I didn't try hard, not because I'm stupid") or as a means of enhancing their self-presentation ("I'm too cool to care about doing well in school"). Although self-handicapping is common among both males and females, there are sex differences in the ways in which adolescent girls and boys undermine their own suc- underachievers cess lndividuals whose actual schoo performance is lower than what would be expect,^d on the basis of objective measuTes of their aptitude or inte Irgence. poor performance to a lack of effort, whereas girls are more likely to mention emotional problems (Warner & Moore, 2004). A number of writers have drawn special attention self-handicapping Dellberately behaving in ways that wil likely interfere with doing weli, in order to have an excuse for failing. mastery motivation Motlvation to succeed based on the p easure one wi I erper ence from mastering a task. in school: Boys who self- handicap tend to attribute their . performance motivation Motrvation to succeed based on the rewards one wii receive for successf ul performance. to the use of self-handicapping strategies among ethnic minority youth, who may disengage from school because they perceive their long-term prospects as being limited by discrimination and prejudice (Mickelson, 1990; R. Taylor, Casten, Flickinger, Roberts, & Fulmore, 1994). can be equally motivated to achieve, but for very different reasons. Psychologists draw a distinction between performing poorly (1ike parental disapproval). Individuals with a strong mastery orientation perform better in school than those whose motivation is mainly driven by performance goals, because intrinsically motivated individuals are more confident about their ability and more likely to persist in the face of failure (Eccles & Roeser, 2011; Yeager et a1., 2014). There is a drop in students' mastery motivation as they transition from elementary into secondary school (Bong, 2009; Wang & Pomerantz, 2AO9), in part because teachers them- selves become more performance-oriented and less mastery-oriented during this time (Eccles & Roeser, 201 l). Students who believe that their teachers value and encourage autonomy are less likely to show this decline in motivation (Hafen et a1.,2012). Important adults in the adolescent's life affect the extent to which an adolescent's achievement motives are more aimed at mastery or more targeted toward per- formance (Kim, Schallert, & Kim, 2010; Murayama & Elliot, 2009). It's valuable for students to have perfectionistic tendencies, but it's essential that this drive to do well comes from inside, and not from the demands of others (Bong, Hwang, Noh, & Kim, 2014). When adults attempt to control an adolescent's achievement behavior by rewarding good grades (e.g., giving prizes or money), punishing bad grades (e.g., restricting privileges), or excessively supervising their performance (e.g., constantly checking up on their homework), adolescents are more likely to develop a performance orientation and, as a result, are less likely to do well in school. In contrast, adolescents whose parents and teachers encourage their autonomy, provide a cognitively stimulating home environment, and are supportive of school success (without rewarding it concretely) are more likely to develop a strong mastery orientation and tend to perform better in school as a consequence (Dumont, Trautwein, Nagy, & Nagengast, 2014; Gottfried, Marcoulides, Gottfried, & Oliver, 2009 ; Kim et al., 2070 ; Mouratidis, Vansteenkiste, Lens, Michou, & Soenens,2013). Beliefs About Success and Failure How we behave in achievement situations is also influenced by our beliefs about our abilities and our chances for success and failure. You may have a very strong need Discussion Board 5 - 20 points Original post DUE by Wednesday 2 Peer Responses DUE by Friday This week we discuss achievement, risk, and resilience. As we have discussed throughout this course, teenagers go through a lot! There are endless challenges to overcome and they need resources and support. Pick ONE aspect of adolescent life related to achievement or a psychosocial issue and discuss ways in which someone (a parent, community member, teacher, etc.) can help youth face this challenge. Write a 300 (or more) word speech in which you briefly introduce the problem/topic and present at least three specific ways your audience can help. Remember to incorporate at least one course material (video, article or textbook) and at least one outside credible source. DB Checklist Before you submit, did you…  Review the DB Guidelines and Rubric  Review feedback from previous DBs  Write a cohesive (at least) 300-word response to the prompt above  Include 1 course reference  Include 1 credible, outside source  Include a thought-provoking question  Use in-text citations  Include a reference list  Proof-read your work  Remember to come back to complete peer responses
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Running Head: CHALLENGES FOR ADOLESCENTS AND THEIR SOLUTIONS

Challenges for Adolescents and Their Solutions by the Teachers
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CHALLENGES FOR ADOLECENTS AND THEIR SOLUTIONS

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Challenges for Adolescents and Their Solutions
Adolescence is a transitional stage when children develop from childhood to adulthood. It
is the most challenging time with physical, mental and social changes. C...

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