Closing the social class achievement gap for first-generation students in undergraduate biology.

Harackiewicz, Judith M.; Canning, Elizabeth A.; Tibbetts, Yoi; Giffen, Cynthia J.; Blair, Seth S.; Rouse, D. I.; Hyde, Janet Shibley

doi:10.1037/a0034679

Cited by 308 publications

(342 citation statements)

References 67 publications

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“…For example, increasing the perceived difficulty of a MAPP goal reduces willingness to pursue this goal (Senko & Hulleman, 2013) and diminishes the goal's benefits to task interest for those who do pursue it (Senko & Harackiewicz, 2005). Presumably, the adverse impact of MAVO (or PAVO) goals on young adults could also be altered through interventions that either (a) reduce their perceived difficulty or (b) blunt the threat that may arise from high goal difficulty (e.g., value affirmations; Harackiewicz et al, 2014).…”

Section: Theoretical Implicationsmentioning

confidence: 99%

Are mastery-avoidance achievement goals always detrimental? An adult development perspective

Senko

Freund

2015

Motiv Emot

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Achievement goal research consistently reveals that mastery-avoidance goals (i.e., striving to avoid losses) are maladaptive, especially in comparison to mastery-approach goals (i.e., striving for gains). Nearly all of it has been done with children or young adults, however. Lifespan theories of motivation posit that people in late adulthood are more likely than young adults to strive toward maintenance and lossprevention rather than gains, and also that they sometimes profit from pursuing those goals. Integrating the two approaches, this experiment compared young and older adults' experience and performance on a laboratory task when pursuing either mastery-approach or mastery-avoidance goals. Results show that young adults perceived the mastery-approach goal to be more attainable and therefore felt less pressure, enjoyed the task more, and performed better with it, whereas older adults showed this pattern with the mastery-avoidance goal. This matching effect replicates recent research on adult development and has broader implications for achievement goal theory and avoidance motivation in general. Mastery-Avoidance Achievement Goals 2 AbstractAchievement goal research consistently reveals that mastery-avoidance goals (i.e., striving to avoid losses) are maladaptive, especially in comparison to mastery-approach goals (i.e., striving for gains). Nearly all of it has been done with children or young adults, however.Lifespan theories of motivation posit that people in late adulthood are more likely than young adults to strive toward maintenance and loss-prevention rather than gains, and also that they sometimes profit from pursuing those goals. Integrating the two approaches, this experiment compared young and older adults' experience and performance on a laboratory task when pursuing either mastery-approach or mastery-avoidance goals. Results show that young adults perceived the mastery-approach goal to be more attainable and therefore felt less pressure, enjoyed the task more, and performed better with it, whereas older adults showed this pattern with the mastery-avoidance goal. This matching effect replicates recent research on adult development and has broader implications for achievement goal theory and avoidance motivation in general.Key words: Achievement goals, mastery-avoidance, gains, losses, adult agedifferences Mastery-Avoidance Achievement Goals 3 Are Mastery-Avoidance Achievement Goals Always Detrimental?An Adult Development Perspective Achievement goal theory (Dweck, 1986;Nicholls, 1984) distinguishes two main types of goals often pursued in achievement situations: mastery goals, which focus on learning or developing one's ability, and performance goals, which instead focus on demonstrating one's ability by outperforming peers. Additionally, these goals separate into approach and avoidance forms (Elliot & McGregor, 2001;Pintrich, 2000). Mastery-approach goals entail striving to learn or improve, whereas mastery-avoidance goals entail striving to avoid failures to learn or decline in skill....

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Section: Theoretical Implicationsmentioning

confidence: 99%

Are mastery-avoidance achievement goals always detrimental? An adult development perspective

Senko

Freund

2015

Motiv Emot

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“…Affirmation interventions have improved grades among a wide range of students experiencing threats tied to their social identity, including minority middle school students in one large-scale, multischool project (27), female (28) and firstgeneration college students (29) in introductory science courses, and female business students (30).…”

mentioning

confidence: 99%

Self-affirmation facilitates minority middle schoolers' progress along college trajectories

Goyer

García

Purdie-Vaughns

et al. 2017

Proc. Natl. Acad. Sci. U.S.A.

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Small but timely experiences can have long-term benefits when their psychological effects interact with institutional processes. In a follow-up of two randomized field experiments, a brief values affirmation intervention designed to buffer minority middle schoolers against the threat of negative stereotypes had long-term benefits on college-relevant outcomes. In study 1, conducted in the Mountain West, the intervention increased Latino Americans’ probability of entering a college readiness track rather than a remedial one near the transition to high school 2 y later. In study 2, conducted in the Northeast, the intervention increased African Americans’ probability of college enrollment 7–9 y later. Among those who enrolled in college, affirmed African Americans attended relatively more selective colleges. Lifting a psychological barrier at a key transition can facilitate students’ access to positive institutional channels, giving rise to accumulative benefits.

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“…Sexually active adults who wrote about their values were more likely than controls to purchase condoms after viewing an educational video about AIDS (Sherman et al 2000). First-generation college students who wrote about their values showed improved grades in a biology course and greater likelihood of enrolling in a subsequent course (Harackiewicz et al 2014). Physiological effects also have been documented.…”

Section: Values In Self-affirmation Theorymentioning

confidence: 76%

Ethics, Values, Virtues, and Character Strengths in Mindfulness-Based Interventions: a Psychological Science Perspective

Baer

2015

Mindfulness

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This paper comments on an article by Monteiro, Musten, and Compson (Mindfulness 6: 1-13, 2015) and a series of replies that explored the issue of ethics training for participants in contemporary mindfulness-based interventions (MBIs). The perceived need for explicit ethical training stems from concerns about potentially harmful or misguided applications of secular MBIs, particularly in settings whose activities may be inconsistent with the ethics of the Buddhist traditions from which mindfulness training originates. Much of the discussion in the target article and replies focused on whether ethical foundations of mindfulness in MBIs should remain implicit or should be taught from a Buddhist perspective. The present commentary argues that psychological science provides well developed alternatives for researchers and clinicians interested in secular approaches to ethics-related issues in MBIs. The experimental psychology literature provides a strong foundation for working with personally meaningful, prosocial values in MBIs. Positive psychology provides a complementary perspective on moral virtues and character strengths that have been widely recognized across cultures. Organizational psychology and related disciplines provide empirically based perspectives on the ethical implications of mindfulness training in the workplace. An approach to ethical issues in MBIs that is firmly grounded in psychological science and suitable for secular settings is recommended.

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Closing the social class achievement gap for first-generation students in undergraduate biology.

Cited by 308 publications

References 67 publications

Are mastery-avoidance achievement goals always detrimental? An adult development perspective

Are mastery-avoidance achievement goals always detrimental? An adult development perspective

Self-affirmation facilitates minority middle schoolers' progress along college trajectories

Ethics, Values, Virtues, and Character Strengths in Mindfulness-Based Interventions: a Psychological Science Perspective

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