Academic achievement is axiomatic to career development processes. In people’s lives, academic choices, barriers, or opportunities occur early and frequently, and they have a pervasive and lasting influence on career development. For example, a middle school student’s choice of or opportunity for educational curricula limits or broadens the student’s subsequent opportunity for learning experiences; a
Many psychologists use labels such as achievement test, aptitude test, and ability test imprecisely, and nonpsychologists use them as synonyms. This lack of precision is understandable because in actual practice, tests bearing these labels often appear to be quite similar and are used for similar purposes. This article explains the theoretical distinction among achievement, aptitude
Achievement goals refer to the aim, purpose, or focus of a person’s achievement behavior. These goals are dynamic cognitive entities representing future-based possibilities that respond to changes in the person as well as the situation. They do not refer strictly to the level of aspired performance (as in the goal-setting literature) but, rather, to how
Competence is a recurring theme in human movement whether the setting is sport, exercise, or rehabilitation. From the earliest days of life, people strive to feel effective in their unfolding interactions with the environment and, throughout the lifespan, people’s well-being is compromised when this need is thwarted. Despite the apparent universality of competence motivation, there
Academic achievement is axiomatic to career development processes. In people’s lives, academic choices, barriers, or opportunities occur early and frequently, and they have a pervasive and lasting influence on career development. For example, a middle school student’s choice of or opportunity for educational curricula limits or broadens the student’s subsequent opportunity for learning experiences; a
Many psychologists use labels such as achievement test, aptitude test, and ability test imprecisely, and nonpsychologists use them as synonyms. This lack of precision is understandable because in actual practice, tests bearing these labels often appear to be quite similar and are used for similar purposes. This entry explains the theoretical distinction among achievement, aptitude
Achievement goals refer to the aim, purpose, or focus of a person’s achievement behavior. These goals are dynamic cognitive entities representing future-based possibilities that respond to changes in the person as well as the situation. They do not refer strictly to the level of aspired performance (as in the goal-setting literature) but, rather, to how
Competence is a recurring theme in human movement whether the setting is sport, exercise, or rehabilitation. From the earliest days of life, people strive to feel effective in their unfolding interactions with the environment and, throughout the lifespan, people’s well-being is compromised when this need is thwarted. Despite the apparent universality of competence motivation, there
The need for achievement, power, and affiliation are three primary types of motives or motivational drives that influence a broad spectrum of behavior, from how one interacts on an interpersonal level to one’s choice of and/or success in an occupation. These motives can be either implicit—that is, developed prior to the formation of language in
An achievement test is any test designed to assess an individual’s attainment of a specific knowledge or skill in a specified content area within which the individual has received some level of instruction or training. However, achievement tests are often confused with aptitude tests. Aptitude tests may not differ in form from achievement tests, but