1. Adolescent Psychology
Chapter 11: Achievement, work, & careers

2. 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)

3. 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

4. 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

5. 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

6. Cognitive Processes: Motivation
Self-efficacy: belief that one can master a situation and produce positive outcomes
Similar to having a growth mindset
Expectations/ Beliefs: strong influence on motivation
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…?”

7. 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

8. 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).

9. 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).

10. 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 – 1st 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

11. 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

12. 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

13. 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