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Excellent Performance (Intelligence (Intelligence Beliefs The belief that…

- - - - Don't praise too quickly but praise the personal effort
      - The mindset can be influenced. → push towards growth mindset
    - - Characteristics
        
        Interpret effort as a indicator of your ability
        
        Helpless pattern
        
        Avoid challenges
      - Behavior: low effort, low achievement
    - - characteristics
        
        Mastery oriented
        
        Seeking challenges
        
        Valuing learning and effort
      - Behavior: high effort, high achievement
- - - - motivation: interests positively influence our intrinsic motivation to engange in specific contents (school context)
      - value: interest include storing value about a specific content
      - intelligence/cognitive abilities: engaging in specific content areas because of our interests can enhance our self-awareness, broad knowledge and better understanding of the content area, and related cognitive abilities
    - - "motivational variable or psychological state of engaging or a prediposition to reengage with particular classes of objects, events, or ideas over time"
      - content specific
      - "psychological state that, in later phases of development, is also a predisposition to reengage in content that applies to in-school and out-of-school learning to young and old alike"
    - - affective
        
        more dominant in earlier phases
      - cognitive
        
        more dominant in later phases
    - - 1) Triggered situational interest: initial exposure to content from environment
      - 2) Maintained situational interest: persistence or reoccurance of initial interest content
      - 3) Emerging individual interest: relatively enduring predisposition for reengagement
      - 4) Well-developed individual interest: more positive feelings and awareness of interest
- - - - Key study goal: Striving to grow, get better, learn
      - Linked with long-term performance gains
    - - Key study goal: avoid getting worse/not learning
      - not systematically linked with scholastic performance
    - - Key study goal: avoid doing more poorly than other
      - often adverse effects on performance
    - - Key study goal: Strive for outperforming others
      - often positively linked with scholastic performance, but no long-term gains
- - - - Example：students who identify themselves as athletes set goals related to their sport.
    - - Example: doing sport just because its enjoyable and cool itself to do so.
    - - Example: doing sport because you want to be healthy and strong in the future.
    - - Example: doing sport might hinder working on other hobbies
- - - - Personal past experience related to achievement
      - Socialisation
      - Task-specific beliefs
      - Person's self schema and goals
      - Other people's beliefs
- - - - Physiological Reactions
      - Prior-experiences
      - Verbal Persuasion
      - Vicarious experiences
- - - - Focus
        
        Activity
        
        Current
        
        Outcome
        
        Retrospective & other-referenced
        
        Retrospective & self-referenced
        
        Prospective
      - Valence
        
        Negative (-)
        
        Positive (+)
    - - Value
        
        good or bad? (valence)
        
        important?
      - Control
        
        Could I exert control over a past success or failure? (attribution)
        
        Can I do it? Can I exert control over a future successful outcome? (expectancy)
        
        Who is responsible for the success or failure? (me or someone else)