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Achievement in adolescence level is quite important as it establishes a base for one’s attainment in the future. The main aspect consists of the fact that there is a distinction between a learning motivation (i.e., improving one’s skills) and a fearful motivation (i.e., to demonstrate one’s ability and to avoid failure). Teenagers connected to a mastery orientation do better in class because of their persistence and high self-assurance. However, some performance-oriented students may use the self-handicapping strategies to safeguard their ego.
The other critical point is attribution – the way people ascribe their wins and losses. Attributing failing to lack of effort rather than lack of ability results in resilience while one would easily make helplessness when there is no control over failure. Stereotype threat or the loss of confidence due to societal prejudice against one’s group can lead to a significant barrier, but this obstacle may gradually diminish as views of society transform.
Other than individual factors, home and school environment are worth paying attention to. Authoritative parenting, high parents expectation, and socio-cultural capital are the factors that determine the academic accomplishment. Alternatively, economic underprivilege, tumultuous school environments, and unfair peer pressures can lead to such problems. These environmental factors in combination with individual motivation and concepts indicate that educational and career attainment is a complex issue.
Generally, the section shows the intricate relationship among the cognitive, motivational and contextual factors that are the catalysts of the outcome of achievement during adolescence. Comprehending how complicated this phenomenon is is pivotal for designing useful interventions that will tackle problems of young people from disadvantaged backgrounds as well.
