The Costs of Being the Best: Consequences of Academic Achievement on Students’ Identity, Perfectionism, and Vocational Development

Damian, Lavinia E.; Negru‐Subtirica, Oana; Pop, Eleonora Ioana; Băban, Adriana

doi:10.1007/978-3-319-24699-4_13

Cited by 16 publications

(16 citation statements)

References 40 publications

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“…For instance, some of the research discussed in our study examines the connection between metadata and conscientiousness. However, conscientiousness is correlated with obedience (Damian, Negru-Subtirica, Pop, & Baban, 2016) and survey effort measures exhibit some correlation with other traits like neuroticism (Cheng, Zamarro, & Orriens, 2018;Hedengren & Stratmann, 2012;Zamarro, Cheng et al, 2018). One could imagine that the metadata are actually measuring those other constructs, not the four intrapersonal ones in Table 2.…”

Section: Limitations Of Assessment Engagement Metadatamentioning

confidence: 99%

Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata

Soland

Zamarro

Cheng

et al. 2019

Educational Researcher

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Social-emotional learning (SEL) is gaining increasing attention in education policy and practice due to growing evidence that related constructs are strongly predictive of long-term academic achievement and attainment. However, the work of educators to support SEL is hampered by a lack of available, unbiased measures of related competencies. In this study we conducted a literature review to investigate whether assessment metadata (typically data relevant to how students behave on a test or survey) can provide information on SEL constructs. Implications of this new source of SEL data for practice, policy, and research are discussed.

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Section: Limitations Of Assessment Engagement Metadatamentioning

confidence: 99%

Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata

Soland

Zamarro

Cheng

et al. 2019

Educational Researcher

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“…Subsequently, parent-child pairs (n = 175) were used in the calculations investigating the relationships between the mothers' variables and the children's variables. We sought to explore these relationships across three children groups, namely, those belonging to 4th, 8th, and 12th graders because of the relevance of these school years in reflecting the characteristics of the achievement-and competition-focused Romanian educational system [16][17][18]. The data collection was accomplished with the assistance of the School Inspectorate, which ensured the involvement in our research of children enrolled in schools considered as average with regard to the academic performance of the children.…”

Section: Participants and Proceduresmentioning

confidence: 99%

“…The practices of this achievement-oriented context are competition-based, having created an environment where learning and assessment are carried out under stressful conditions [17]. This setup may place undue pressure both on children and their parents, which may potentially engender negative consequences on the learning, motivational, emotional, and achievement processes of the students [18]. Therefore, it is essential to explore how children and their families experience and conceptualize their academic experience and performance in general, as well as how these aspects may affect their well-being and psychosocial adjustment.Academic well-being is a multi-dimensional construct created in order to address both the importance of students' well-being for their academic outcomes [19] and the centrality of the school contexts in their lives [20].…”

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confidence: 99%

Children’s and Mothers’ Achievement Goal Orientations and Self-Efficacy: Dyadic Contributions to Students’ Well-Being

et al. 2020

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Starting from the basic idea that identifying predictive family factors for children's well-being is among the levels of the psychology of sustainable human development, our study aimed to investigate the impact of mothers' achievement goal orientations and parental self-efficacy on their children's academic well-being, considering children's own achievement goals as a mediator variable. The entire sample comprised 350 participants: 175 children (42.86% boys) and their respective mothers. Children were enrolled in the 4th grade (n = 85; M age = 10.44, SD = 0.49), in the 8th grade (n = 62; M age = 14.45, SD = 0.53), and in the 12th grade (n = 28; M age = 18.39, SD = 0.62). The results indicated that mothers' motivational orientations had a strong effect on their children's corresponding motivational orientations. Mothers' achievement goal orientations and parental self-efficacy had significant effects on children's well-being, mediated by children's goal orientations. Children's well-being was positively predicted by mothers' mastery and performance-approach goal orientations, with variations between age groups. The importance of the parental motivational orientations in the development of the children's corresponding orientations and well-being suggests that changing academic adaptation might be possible by operating early interventions at the parents' level. Further research is necessary to explore why performance-approach goals had a positive impact on well-being in this cultural context, as previous studies revealed that this type of goal orientation may be detrimental to well-being.Sustainability 2020, 12, 1785 2 of 24 development of children and adolescents (e.g., [6][7][8][9][10][11]). On the basis of the existing parenting models in the literature, three characteristics of parents influencing the development of children were identified: the parents' beliefs (values and goals in socializing their children); the parenting practices they employ; and the parenting style as a more global configuration of different parenting practices reflecting the parents ' beliefs, attitudes, or values [12]. In the scientific literature, parental socialization was captured as a function of two dimensions: responsiveness, viewed as involvement, warmth, or parental sensitivity to the child's states and needs, and demandingness, viewed as claims parents make of the child, strictness, supervision, or disciplinary effort [12][13][14]. Thus, in the research field, different parental beliefs, practices, and styles capturing one of the two aforementioned dimensions or a combination of the two were investigated in order to identify the best parenting practices.However, psychologists in the area of parenting paid special attention to studying parental practices and styles, but they paid scant attention to parents' beliefs [12], which were also related to the child's competences and adjustment in different socialization domains, such as academic achievement.In the present study, in the framework of social-cognitive theory [15], we set o...

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“…Because they generally exhibit good behavior, teachers and parents tend to neglect this group of students’ mental health, but, once such problems arise, they often lead to situations that are more serious. Moreover, an achievement-focused culture encompasses the risk of fostering the development of questionable values, which is common in a competitive society, as well as the neglect of its members’ physical and mental health (Damian et al, 2016). However, if this phenomenon is acknowledged and intervention is implemented in advance, latent problems can be minimized and the quality of these students’ lives can be improved.…”

Section: Introductionmentioning

confidence: 99%

Why Are High-Achieving Students Susceptible to Inhibition? An Idiographic Analysis of Student Self-Identity in China

Jing

et al. 2019

Front. Psychol.

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High-achieving students face greater expectations in competitive societies such as China, which can impede their performance. Based on previous observations regarding what we call the “inhibition phenomenon of high-achieving students,” wherein otherwise successful students show unexpectedly poor performances in collective activities of relatively unfamiliar forms, the present research analyzes the self-identity of such students and explores the underlying mechanisms that result in this inhibition phenomenon. An idiographic approach is employed to examine typical cases and their semiotic mediation in the self-identity regulative process. Two high-achieving students who exhibit the characteristics of the inhibition phenomenon are compared with another high-achieving student who appears not to be inhibited, using a multilevel and comprehensive analysis that integrates a number of aspects, such as the students’ emotional experience of the activities in relation to which the inhibition phenomenon occurs, their meaning-making regarding the activities, and their reflections on their daily school lives. The findings show that, for the inhibited students, a cued identity as being a “good student” is activated through the activities with the connotations of “being successful compared to the others” and “pursuing recognition” leading to a worsened performance; alternatively, the student not susceptible to inhibition displays an identity of being a “learner,” who focuses on the content of the activity and concrete suggestions from important others. These specific semiotic mediation processes indicate that, when self-identity is narrow and result oriented, it is easy for excessive future-oriented self-demands to be imposed, thereby bringing pressure to the individual at that moment. By contrast, a flexible and process-oriented identity facilitates an individual’s involvement in unfamiliar activities, enabling a richer, more open self-construction process.

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The Costs of Being the Best: Consequences of Academic Achievement on Students’ Identity, Perfectionism, and Vocational Development

Cited by 16 publications

References 40 publications

Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata

Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata

Children’s and Mothers’ Achievement Goal Orientations and Self-Efficacy: Dyadic Contributions to Students’ Well-Being

Why Are High-Achieving Students Susceptible to Inhibition? An Idiographic Analysis of Student Self-Identity in China

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