Introduction
The psychology of achievement has a long history, beginning with William James’ (1890) supposition that achievement and self-evaluation are linked (Elliot & Dweck, 2005). Current research on achievement has applications throughout psychology, but carries specific weight in learning, motivation, and leadership. Many have used achievement as an anchor against which variables in motivation, locus of control, and the existence of praise and goals are tested. Achievement has become the measure by which many gauge the efficacy of programs and methodologies throughout a variety of disciplines, especially in education. Due to overlap between research on achievement and other factors such as intelligence, studies on the topic of achievement have frequently yielded results that are either controversial or in direct contrast to societal beliefs, for example, the belief that parents and teachers need to praise children in order to enhance their performance and self-efficacy. The...
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Franco-Zamudio, J. (2014). Achievement. In: Teo, T. (eds) Encyclopedia of Critical Psychology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-5583-7_360
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DOI: https://doi.org/10.1007/978-1-4614-5583-7_360
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