The proposed research seeks to understand determinants of maladaptive achievement patterns in children--patterns that may put children at risk for low self-esteem and negative affect. The first major issue examined is the potential adverse effects of certain kinds of teacher strategies and practices (i.e., controlling techniques) on the development of an extrinsic motivational orientation which is assumed to increase children's vulnerability to performance decrement, negative self-cognition and affect, and overall poor achievement. This issue will be examined in a longitudinal study to see the cumulative negative effects on children's propensity to maladaptive achievement patterns because of exposure to controlling teachers over consecutive years. By use of combined self-report, observational and experimental methods in a longitudinal design, we hope to examine both determinants of maladaptive achievement patterns and the severity of such patterns as a function of socialization practices in the classroom.
The second aim focusses on an intervention strategy to """"""""immunize"""""""" children from the proposed negative effects of controlling techniques on achievement patterns. Our goal, then, is to use a multiple method approach to provide converging evidence regarding socialization factors influencing the formation of maladaptive achievement patterns and intervention techniques that may produce more adaptive patterns.
