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University of Illinois at Urbana-Champaign
Determinants of Academic Achievement: The Interaction of Children's Achievement Orientations With Task Requirements
Abstract
dc:descriptionPrevious research has found dramatic differences among children in the way they respond to failure in intellectual achievement situations. "Mastery-oriented" children respond to failure in an adaptive fashion. Effort and concentration are intensified; and task performance may be enhanced as a result. Sometimes these children show more mature problem-solving strategies following failure than they had shown before failure occurred. "Helpless" children, however, respond to failure in a maladaptive fashion. They decrease their effort and concentration; and they often show a marked deterioration of problem-solving strategies and task performance when failure occurs.
Degree
thesis:*- Name thesis:degree_name
- Ph.D.
- Level thesis:degree_level
- Dissertation
- Discipline thesis:degree_discipline
- Psychology
- Grantor
- University of Illinois at Urbana-Champaign
- Year dc:date
- 2014
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Licht, Barbara Gail
Subjects
dc:subject × 1Rights
- Language dc:language
- eng
Identifiers
dc:identifier.*- Identifier
- (UMI)AAI8108581
- OAI identifier oai:identifier
- oai:www.ideals.illinois.edu:2142/66585