Some students don't achieve their full potential, while others of similar ability achieve more than predicted. This book shows how important students' motivational mindsets can be in influencing the way they learn.

The Real ‘Feel-Good’ Factor — Self-Efficacy in Goal Achievement

The Real ‘Feel-Good’ Factor — Self-Efficacy in Goal Achievement

The real ‘feel-good’ factor — self-efficacy in goal achievement

This chapter asks, what about self-esteem? It compares students with positive and negative esteem and considers contingent and high self-esteem. It reflects upon the puzzling nature of self-esteem and where our confusion about it has led us. It moves on to a description of the most important ‘feel-good’ factor, namely, self-efficacy in goal achievement. The discussion looks at how the motivation mindsets work together and, finally, reviews the role of self-esteem and its connections with the mindsets in motivating learning.

What about Self-Esteem?

Self-esteem has been paid more attention than probably any other psychological idea and is one of the few commonplace psychological terms in public use. But what is ...

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