learned helplessness orientation -- the perception acquired through negative experiences, that effort has no effect on outcomes

internal locus of control > perception that one is responsible for one's own fate; external locus of control > perception that others or outside forces are responsible for one's fate

often correlated with actual achievement behavior; the motivation to achieve may manifest itself only in behavior the child values e.g. athletics but not schoolwork

motive -- a need or emotion that causes a person to act; attribution -- an explanation of one's performance

factors contributing to development of self-esteem: significance > the way one perceives they are loved & cared about by significant others (respectful, accepting, & concerned treatment); competence > the way one performs tasks one considers important; virtue > how well one attains moral & ethical standards; power > the extent to which one has control or influence over one's life & that of others

the value on places on one's identity, derived from the reflected appraisal of others

achievement motivation -- refers to the learned motivation to achieve mastery of challenging tasks; mastery motivation -- the inborn motive to explore, understand, & control one's environment

achievement motivation types -- intrinsic > within person >doing an activity for inherent satisfaction or enjoyment ; extrinsic > socially mediated > doing an activity to attain some separable outcome, to get a reward or avoid punishment

attributions > linked to locus of control -- one's attribution of performance, or perception of responsibility for success or failure; may be internal or external; learned helplessness > a phenomenon exhibited by people who no longer perform effectively in a number of situations > they have learned to be helpless rather than competent

one's expectation of success related to: 1) one's history of success or failure; 2) one's perception of how difficult the task is; 3) the attributions for one's performance

individuals are motivated to control the outcomes of their efforts. This motivation is exhibited in the need to achieve or be competent, called achievement motivation or mastery orientation

factors influencing control beliefs -- the perceived relationship between their actions & their successes or failures; age> as children get older, their understanding of causality & explanations for outcomes becomes more differentiated

children with an internal locus of control generally do better academically & are more competent & effective than those with an external locus of control

internal locus of control is related to age (increase in perceptions of internal control); gender, (grade school girls are more internal than boys); SES ( middle and upper-class children are more internal than lower-class children); and achievement.

when children believe their failures are due to uncontrollable factors in themselves, such as lack of ability, their subsequent task performance deteriorates after failure; if children are enabled to believe their was due to lack of effort, they tend to try harder on subsequent tasks & often show improved performance

girls are more likely than boys to demonstrate learned helplessness from attributing lack of ability to themselves likely due to differential feedback to girls and boys; if parents and teachers praise children's abilities when they succeed and emphasize lack of effort when they fail, the children are more likely to persist at challenging tasks

the belief that one can master a situation & produce positive outcomes; a performance-based measure of perceived capability; related to empowerment > enabling individuals to have control over other resources affecting them, and achievement motivation, internal locus of control, history of & attributions of success/failure, & learned helplessness

self-efficacy differs from the other related concepts in that it not only can explain present performance but can also predict future performance

most significant influences on self-efficacy beliefs is experience (successfully performing tasks, solving problems, making things happen), followed by vicarious experience ( observing others execute competent behaviors), verbal instruction, encouragement, & feedback on performance; negative influences include fatigue, stress, anxiety,

dimensions of self-esteem include; scholastic competence, athletic competence, social competence, physical appearance, & behavioral conduct; diverse cultures differ on the emphasis of these dimensions; positive self-concept > used to describe self-esteem

family influences -- parental approval is particularly critical in determining self-esteem of children; parents characterized as warm (affectionate & accepting), strict (but noncoercive), democratic (children allowed to participate in planning, express opinions) > authoritative parenting style