No. 1961
Achievement behaviour
Achievement behaviour is an important part of a child's development that
leads to a child learning to be effective and developing a sense of mastery
over his environment. Through achievement one develops a positive
self-esteem, feeling of acceptance, adequacy and self worth. There are many
factors that affect a child's motivation and achievement behaviour. The key
players are parents, school and friends.
Early Experience
Achievement motivated behaviour develops early in childhood. Early
experiences have a tremendous impact on a child's later achievement
behaviour. Therefore early experiences may inhibit or facilitate achievement
when the child reaches school going age. Psychologists generally agree that
early experience and mastery of tasks effect achievement motivation.
Self-esteem similarly commences development early in life and becomes more
set as the child matures. The youngster brings with them to pre-adolescence
and adolescence a fairly framed self-concept and achievement motivation. In
the early years, achievement is mainly through sensory-motor activities. The
behaviour is mainly concrete and specific in nature. As the child develops
his behaviour becomes more complex and abstract. During this stage mastery
of tasks requires concentration and more frequent attempts are needed to
overcome challenges and achieve tasks. The sense of defeat and inability to
accomplish tasks on hand are a sure way to learn defeat, but perhaps the
more lasting message is the feelings that accompany the failure.
Not only is the child's personal perception important, but also the reaction
to experiences from others around him.
A child learns from the responses he gets from parents, teachers and peers.
How he is doing and in fact, the expectations of these significant others
can also affect his achievement motivation. When explaining this to parents
I use the example of a plant that we water in the hope that it grows
flowers. Similarly one should expect that a child will bear the fruits of
their attempts. There can be nothing more demoralising for a youngster than
to feel that a parent or peer doesn't think that he is able to master a
task.
Parents, teachers and significant others
A 16 year old boy referred by his school, for underachieving told me in
therapy that he remembers from a young age that no one ever expected him to
achieve. He was allowed to do what ever he wanted to, and what ever he did,
didn't matter to anyone. On further examination of his circumstances he
reported that he was always told that he was average. This message was
passed on by his parents and teachers.
He later said that he wished that how he did at school mattered to someone.
Parents and parent surrogates are the most significant individuals
determining the self-esteem and achievement motivation of the child.
Research is showing that a child's perception of themselves is tied up with
the messages he receives from parents and teachers. Achievement behaviour is
fostered through interaction with the child, so that the child learns that
he can master tasks. Parents need to give children the message of positive
regard and belief. A wonderful card received from a nine-year-old boy at
termination of therapy read as follows: "Thanks for believing in me even
when I was unbelievable". This humorous card drives home the importance of
positive regard. The boy started to improve his behaviour in many areas,
especially at school.
Never has questioning a child as to why he has not brought home good grades, achieved anything. This kind of question only isolates the child and makes him feel worse, as the truth is, he does not know.
MICHAEL NIISS
Niss, M. (1999). Achievement behaviour. Readings in Child and Youth Care for South African Students. Cape Town: NACCW, pp.95-96
