Adolescent Psychology Chapter 11 Achievement work careers Achievement

Adolescent Psychology Chapter 11: Achievement, work, & careers

Achievement in Adolescence �Critical juncture in achievement • social and academic pressures lead to new roles • More responsibility �Motivational processes: • Extrinsic: Rewards & punishments • Intrinsic: Self-determination, curiosity, challenge, effort • Motivation … �Classroom climate needs to promote intrinsic motivation �choice, challenge, rewards with informational value (not control)

More on intrinsic motivation � Self-determination & personal choice • Set own goals, plan how to reach goals, how to monitor progress • Choice of activities more likely to succeed/graduate � Optimal experiences & Flow • occurs most when one develops a sense of mastery and are absorbed in concentration when completing an activity • Combination of perceived challenge & perceived skill �High on both FLOW �Other combinations apathy, anxiety, boredom � Interest • Educational psychologists • Individual interest (stable trait) • Situational interest (generated by specific activities) � Cognitive engagement & self-responsibility • Taking responsibility for learning • Get students motivated to expend the effort needed to master concepts and skills, not just do enough to get by or make a grade

Cognitive Processes: Motivation � Attribution Theory: cognitive process involved in motivation; individuals are motivated to discover the underlying causes of their own performance or behavior • Why am I not doing well in this class? • Why am I doing well in this class? • Did I get a good grade because of my study skills? Or because the teacher made an easy test? • Best to get students to focus on internal factors rather than external… • And to concentrate on the learning tasks not the grade

Cognitive Processes: Motivation Mastery Motivation & Mindset Responses to challenging circumstances: • Mastery orientation: task-oriented rather than focus on ability; process of achievement and learning strategies • Helpless orientation: outlook that suggests feeling trapped when experiences are difficult; attribute a perceived lack of ability �Often feel anxious about performance �Figure 11. 2 – pg. 389 • Performance orientation: focus on winning not achievement �NCLB may promote performance orientation – due to testing and accountability focus � Mindset • Fixed mindset - helpless • Growth mindset

Cognitive Processes: Motivation � Self-efficacy: belief that one can master a situation and produce positive outcomes • Similar to having a growth mindset � Expectations/ motivation Beliefs: strong influence on • Adolescent expectations • Parent’s expectations • Teacher’s expectations � Goals setting, planning, monitoring: • Short and long term goals • Self-efficacy & achievement improve when goals are specific, proximal, and challenging � Purpose: • an intention to accomplish something meaningful to one’s self and to contribute to the world • “Why…? ”

Motivational Obstacles to Acheivment � Procrastination • Low self-efficacy, low conscientiousness, distractibility, low achievement motivation • Poor time management, difficulty concentrating • Anxiety & negative beliefs, unrealistic expectations �Fear of failure �Parental expectations • Personal problems (social, psychological, familial) � Anxiety � Self-protection/avoidance of failure � Varies by culture & ethnic group

Work in Adolescence � Socio-Historical Context of Work in Adolescence • What kinds of jobs are U. S. adolescents working at today? �About 17 percent work in fast-food restaurants waiting on customers and cleaning up. �About 20 percent work in retail stores as cashiers or salespeople. �About 10 percent in offices as clerical assistants. �About 10 percent as unskilled laborers. �The weight of the evidence suggests that spending large amounts of time in paid labor has limited developmental benefits for youth, and for some it is associated with risky behavior and costs to physical health (Larson, Wilson, & Rickman, 2009).

Work and Achievment • Part-Time Work in Adolescence �When adolescents spend more than 20 hours per week working, there is little time to study for tests and to complete homework assignments. �Working adolescents feel less involved in school, are absent more, and reported that they did not enjoy school as much as their nonworking counterparts did. � Working While Going to College � help offset some costs of schooling �but working can restrict students’ opportunities to learn and negatively influence grades. �As the number of hours worked per week increased their grades suffered and the number of classes, class choice, and library access became more limited (National Center for Education Statistics, 2002).

Career Development Theories � Ginzberg’s Developmental Theory • Developmental career choice theory • 3 career choice stages � fantasy (11), tentative (11 -17), realistic (17+) �Evaluate interests evaluate capacities evaluate values � Super’s Self-Concept Theory • Career self-concept theory • Self-concept & career choice • In adolescence – 1 st construct career S. C. • 5 phases: crystallization, specification, implementation, stabilization, consolidation � Holland’s Personality Type Theory • Personality & career choice match • Realistic, investigative, social, conventional, enterprising, artistic • 3 letter code then linked to appropriate career fit

Holland’s Code �Realistic – laborer, engineer, pilot �Investigative – science-oriented �Artistic – limited professional opportunities �Social – teaching, social work, counseling �Enterprising – sales, management, politics �Conventional – accountant, secretary, file clerk

Adolescent Career Development & Cognitive Factors � � Exploration, decision making & planning are important cognitive dimensions in career development for adolescents Approach career exploration with ambiguity, uncertainty, and stress Many do not adequately explore on their own Little direction from guidance counselors • Less than 3 hours per YEAR � � � Do not know what information to seek and where to look for it Most lack ambition 2008 longitudinal study found: • Girls anticipate same lifestyle as boys (education & income) • Lower income minority students were more positive about school than affluent students • Perceiving school as “play-like” is connected with high future expectations & getting the most out of school • Clear career goals & positive work experience does not guarantee a smooth transition to work • Engaging activities (FLOW) are essential for building resilience and optimism

Adolescent Career Development & Identity Development �Career development & identity development are positively correlated �Adolescents further along in identity development are better able to articulate career goals and plans