ABSTRACT

First published in 1999, this volume strives to present an integrated account of how failure avoidance may be reduced. Ted Thompson asks: why is failure so aversive and why do people to almost any lengths to avoid it? This is a book about implications for organising the context of classroom learning: how teachers may interact with students on a one-to-one basis in ways which foster positive achievement gains, strategies for enhancing self-esteem and productive attributions for achievement outcomes. The book also deals with counselling implications and strategies for enhancing student achievement. Finally, practicalities are discussed including steps which may be taken to limit evaluative threat in classrooms, thereby limiting failure-[avoidance and enhancing student achievement.

part |2 pages

Part One: Description and Differentiation

chapter 1|10 pages

Introduction

chapter 2|16 pages

Nature of self-worth protection

chapter 3|16 pages

Long-term costs

chapter 4|12 pages

Alternative explanations of failure

chapter 5|22 pages

Kindred concepts

part |2 pages

Part Two: Mediating Variables and Development

chapter 6|20 pages

Aspects of personality

chapter 7|12 pages

Situational variables

chapter 8|10 pages

Development of self-worth protection

part |2 pages

Part Three: Implications and Intervention

chapter 9|16 pages

Organising classroom learning

chapter 10|14 pages

The role of teachers

chapter 11|16 pages

Teacher training

chapter 12|20 pages

Counselling implications

chapter 13|14 pages

Additional components