Why I believe I achieve determines whether I achieve

Abstract

The beliefs and values students hold toward themselves, given tasks, and achievement itself can influence what tasks students seek, and whether they are able to obtain them. On the basis of previous research on underachievement and motivation, we developed the Achievement Orientation Model (AOM) to explore the issue of student achievement. The model posits that individuals’ self-perceptions in three areas (self-efficacy, goal valuation, and environmental perceptions) interact to motivate students to self-regulate their behaviors and subsequently engage and achieve. Further, societal and cultural values influence students’ attitudes in the three areas of self-efficacy, goal valuation, and environmental perceptions, as well as their ability to self-regulate, through students’ interactions with their peers, parents, and teachers. In this paper, we discuss the components of the AOM, as well as the importance of talent development perspectives on shaping student attitudes that promote engagement and ultimately high levels of achievement.

Keywords:

• Gifted and talented
• motivation
• Achievement Orientation Model
• growth
• mindset
• self-efficacy
• academic achievement
• self-regulation