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86-684: (Redirected from Disengagement Plan ) [REDACTED] Look up disengagement in Wiktionary, the free dictionary. The term disengagement can refer to: Apathy Disengagement theory in gerontology Moral disengagement Religious disengagement Social disengagement Disengagement (military) Disengagement (engineering) Disengagement (politics) Israeli disengagement plan (disambiguation) Israeli disengagement from Gaza Superpower disengagement Disengagement (film) by director Amos Gitai "Disengagement",

172-754: A war , e.g. posttraumatic stress disorder . It is also known to be a distinct psychiatric syndrome that is associated with many conditions, more prominently recognized in the elderly, some of which are: CADASIL syndrome , depression , Alzheimer's disease , Chagas disease , Creutzfeldt–Jakob disease , dementia (and dementias such as Alzheimer's disease, vascular dementia, and frontotemporal dementia), Korsakoff's syndrome , excessive vitamin D , hypothyroidism , hyperthyroidism , general fatigue, Huntington's disease , Pick's disease , progressive supranuclear palsy (PSP), brain damage , schizophrenia , schizoid personality disorder , bipolar disorder , autism spectrum disorders, ADHD , and others. Some medications and

258-704: A consistent pattern of results have demonstrated that an individual's goal orientation in a particular domain can be characterized by one of two distinct profiles: mastery orientation or performance orientation. Researchers have conducted validation studies to demonstrate the statistical and conceptual distinction of further dimensions to goal orientation. In 1996, Elliot broke down the traditional mastery and performance orientations to include approach and avoidance components, resulting in four distinct profiles: mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance. Conceptual and empirical work by Elliot and Church and by VandeWalle demonstrated that

344-487: A different or less acute response pattern for a specific situation". Therefore, trait and state goal orientations interact, and both should be considered simultaneously. Researchers in personality have settled on the Big Five model as the best conceptualization of personality which defines personality in terms of five measures: openness to experience, neuroticism, extraversion, conscientiousness, and agreeableness. In

430-405: A fear of failure, resulting in the avoidance of "intellectual tasks," and giving up in the face of difficulty. The rationale is that if you are smart, effort is unnecessary, and if you are not, there is nothing you can do to change this. In opposition to entity theory, individuals with an incremental (also referred to as "flexible," and "malleable") view of intelligence believe that intelligence

516-415: A given topic or task. Individuals with a performance orientation seek to demonstrate and validate the adequacy of their competence to receive favorable compliments while avoiding negative judgments. Although Dweck's work in this area built on the foundation laid by Nicholls, the fundamental difference between the two scholars' works is the attribution of an individual's goal orientation: Nicholls believed that

602-434: A growth mindset in students In order to foster a growth mindset, teachers need to encourage students to welcome challenges and view it as an opportunity to learn and grow . The following are a list of ways a teacher can create a culture of risk taking: Long-term success of growth mindset Designing and presenting learning tasks that foster a growth mindset in students, leads to long-term success. Growth mindsets promote

688-452: A higher risk for mortality and early institutionalization . They may also exhibit insensibility or sluggishness . In positive psychology , apathy is described as a result of the individuals' feeling they do not possess the level of skill required to confront a challenge (i.e. " flow "). It may also be a result of perceiving no challenge at all (e.g., the challenge is irrelevant to them, or conversely, they have learned helplessness ). Apathy

774-444: A lack of confidence. Individuals high in fear of failure are more likely to adopt avoid performance goals. There has been debate as to whether goal orientation should be operationalized as a state or as a trait . Throughout the goal orientation literature, there are inconsistencies about the conceptualization of the stability of the construct. For example, DeShon & Gillespie stated that goal orientation has been conceptualized as

860-478: A lot of effort unless they will be positively evaluated and tend to avoid tasks where they may make mistakes and therefore be evaluated poorly. VandeWalle defines avoid performance as the "desire to avoid the disproving of one's competence and to avoid negative judgments about it". It represents a desire to avoid instances of low beliefs. People with avoid performance orientation focus on avoiding situations in which they will receive evaluations or risk demonstrating

946-444: A love of learning and highlight progress and effort. Teachers that illustrate meaningful work help students gain the tools they need to find confidence in their learning and be successful in future challenges. One factor that has been shown to be influential in the development of goal orientations is the type of praise given to individuals. Type of praise not only affects behaviors, beliefs, emotions and outcomes immediately after it

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1032-425: A manifestation of negative disorders in schizophrenia, or a symptom of various somatic and neurological disorders. Sometimes apathy and depression are viewed as the same thing, but actually take different forms depending on someone's mental condition. Depending upon how it has been measured, apathy affects 19–88% percent of individuals with Alzheimer's disease (mean prevalence of 49% across different studies). It

1118-456: A mastery orientation. Beginning at the transition to middle school, students tend to exhibit a performance orientation, along with an overall decline in academic motivation across adolescence. This follows the developmental propensity to view intelligence as a fixed characteristic in adulthood. Supporting the gender disparities in STEM fields, previous research has suggested that females develop

1204-402: A meta-analysis by Payne et al. , they found that the need for achievement was positively correlated with achievement orientation, negatively associated with avoidant performance orientation, and unrelated to prove performance orientation. They also found that the need for achievement correlated more strongly with achievement orientation than conscientiousness. Although achievement orientation and

1290-712: A more positive attitude toward practice and learning, a desire for feedback, a greater ability to deal with setbacks, and significantly better performance over time. Why foster a growth mindset in students? In 2010, Dweck explained that when students view intelligence as something that develops over time they view challenging work as an opportunity to learn and grow. These students value effort and realize that "even geniuses have to work hard to develop their abilities and make their contributions". Students with this type of attitude are able to respond to obstacles, try new strategies and continue to learn and grow in many situations, which leads to higher achievement. How to foster to

1376-489: A motivational orientation that is maladaptive to high academic achievement, particularly in math and science. However, overall, the research examining gender differences in goal orientation has been conflicting. Research by Dweck has shown gender differences with females being more extrinsic or performance oriented. On the other hand, other studies have found that females are more likely to be mastery oriented, while males are more likely to hold performance orientations. Despite

1462-598: A result of these outside sources, and not a genuine desire for knowledge, students often do the minimum amount of work necessary to get by in their classes. This then leads to average grades and test grades but no real grasping of knowledge. Many students cited that "assignments/content was irrelevant or meaningless" and that this was the cause of their apathetic attitudes toward their schooling, leading to teacher and parent frustration. Other causes of apathy in students include situations within their home life, media influences, peer influences, school struggles and failures. Some of

1548-648: A song by Insomnium from the album Since the Day It All Came Down "Disengagement", a song by Sentenced from the album Shadows of the Past See also [ edit ] [REDACTED] Search for "disengagement" on Misplaced Pages. Engagement (disambiguation) Engage (disambiguation) Engaged (disambiguation) Disengage (disambiguation) All pages with titles beginning with Disengagement All pages with titles containing Disengagement Topics referred to by

1634-458: A study by Zweig and Webster, the relationship between the Big Five and goal orientation was examined. They found that goal orientation and the Big Five are related yet distinct constructs. Personality factors combine to create people's various orientations toward learning and goals, which in turn predict the types of tasks they will engage in. In a meta-analysis by Payne et al. , goal orientation

1720-427: A task by exerting a high level of effort. Across numerous studies, mastery orientation has been shown to promote adaptive patterns of learning, which ultimately lead to high academic achievement and adjustment. For example, students with a mastery orientation are more intrinsically motivated to learn, use deeper cognitive strategies, and persist through challenge and failure. VandeWalle defines mastery orientation as

1806-656: A three factor model. Vandewalle's research suggested three factors learning, avoiding poor performance, and demonstrating good performance. Concurrently, Elliot developed a model of goal orientation in terms of avoiding poor outcomes vs achieving good outcomes and mastery vs performance which improved measures of intrinsic motivation and suggested a three factor model: mastery achievement, performance-approach and performance-avoid . Dweck proposed that there are two types of goal orientation: mastery orientation and performance orientation. Dweck postulated that children with learning goals were believed to approach situations to master

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1892-433: A trait, quasi-trait, and state. They assert that whether researchers conceptualize goal orientation as a trait or a state "depends on the breadth of the inference that the researcher is attempting to support". State goal orientation refers to the goal one has in a particular situation, and is similar to trait goal orientation in that it represents one's preference in an achievement situation. However, state goal orientation

1978-605: A useful tool for practitioners to use to predict job performance. Epistemological beliefs of intelligence and cognitive ability refer to an individual's belief about the nature of intellectual ability. Specifically, it is whether they believe that intelligence is a fixed characteristic, or a malleable quality. Individuals conceptions of intelligence have been shown to influence cognitive and motivational factors associated with goal orientation and ultimately academic performance. If an individual has an entity (also referred to as "fixed") view of intelligence, they believe that intelligence

2064-418: A way that makes the situation seem like an emergency that needs attention, often other bystanders will act in the same way. The diffusion to responsibility can also be to blame for bystander apathy. The more people that are around in emergency situations, the more likely individuals are to think that someone else will help so they do not need to. This theory was popularized by social psychologists in response to

2150-486: Is "specific to the task and context at hand". For example, VandeWalle, Cron & Slocum stated that goal orientation can be domain-specific, and said that it is possible for an individual to have a strong mastery orientation in their academic domain but not in their work domain. Trait goal orientation refers to the "consistent pattern of responses in achievement situations based on the individual's standing on goal orientation dimensions". This view of goal orientation treats

2236-588: Is a lack of conclusive evidence, which warrants further exploration into gender differences among individuals' goal orientations Social influences, particularly parents and peers, affect the goal orientation of students. During early and middle childhood, the goal beliefs, attitudes and expectations of a child's parents carries significant weight in determining his or her goal orientation. As children transition to middle school, fitting in with one's peers becomes high priority. Peers influence goal orientation because children adopt academic goals and beliefs consistent with

2322-620: Is a neuropsychiatric symptom associated with functional impairment. Brain imaging studies have demonstrated changes in the anterior cingulate cortex , orbitofrontal cortex , dorsolateral prefrontal cortex and ventral striatum in Alzheimer's patients with apathy. Cholinesterase inhibitors , used as the first line of treatment for the cognitive symptoms associated with dementia, have also shown some modest benefit for behavior disturbances such as apathy. The effects of donepezil , galantamine and rivastigmine have all been assessed but, overall,

2408-559: Is a self-rated version of the DAS and an informant/carer-rated version of the DAS. Further a clinical brief DAS has also been developed. It has been validated for use in stroke , Huntington's disease , motor neurone disease , Multiple Sclerosis , dementia , Parkinson's disease and schizophrenia , showing to differentiate profiles of apathy subtypes between these conditions. Mental health journalist and author John McManamy argues that although psychiatrists do not explicitly deal with

2494-549: Is adjustable. The belief is that intelligence is the result of hard work and the use of the appropriate strategies. This is particularly adaptive because rather than giving up in the face of failure or challenge, those who endorse an incremental view of intelligence interpret these setbacks as inevitable for learning to take place. Because they are not worried that exertion of effort is a reflection of lack of intelligence, they are not afraid to work hard, resulting in an outperformance of their entity theory peers. Even after several years,

2580-748: Is also some evidence for a positive effect of cholinesterase inhibitors such as Rivastigmine on apathy. Diminished sensitivity to reward may be a key component of the syndrome in Parkinson's disease. Pathological apathy is considered to be one of the diagnostic features of behavioural variant frontotemporal dementia , occurring in the majority of people with this condition. Both hypersensitivity to effort as well as blunting of sensitivity to reward may be components of behavioural apathy in frontotemporal dementia . While apathy and anxiety may appear to be separate, and different, states of being, there are many ways that severe anxiety can cause apathy. First,

2666-449: Is an unchanging characteristic and are more likely to think effort plays little to no role in outcome. In other words, you are either smart, or you are not. This is particularly maladaptive in academia. Students believe that effort is unnecessary because if you are smart, everything should come easy, and if you are not smart, hard work cannot compensate for this deficiency. Students with an entity view of intelligence are more likely to develop

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2752-489: Is declining, and as a result, may focus their goals on sustaining or improving these diminishing capacities. The separation of mastery orientation into two categories is neither widely accepted nor substantially proven. A performance orientation is characterized by the belief that success is the result of superior ability and of surpassing one's peers. Performance oriented individuals desire to outperform others and demonstrate (validate) their ability. Performance orientation

2838-501: Is different from Wikidata All article disambiguation pages All disambiguation pages Apathy Apathy , also referred to as indifference , is a lack of feeling, emotion, interest, or concern about something. It is a state of indifference, or the suppression of emotions such as concern , excitement , motivation , or passion . An apathetic individual has an absence of interest in or concern about emotional, social, spiritual, philosophical, virtual, or physical life and

2924-618: Is focused on the individual themselves, similar to an affirmation of self-worth, such as, "Wow, you're so smart." Because it applauds the individual by applying a label or an unchangeable characteristic, person praise promotes a performance orientation and a fixed view of intelligence. Students are being rewarded, through praise, for their performance based on their ability. Children who are given person praise tend to have worse task performance, more low-ability attributions, report less task enjoyment and exhibit less task persistence, than children who are given process praise. Additionally, person praise

3010-427: Is imparted, but has also been shown to have long term consequences. Specifically, it affects how individuals deal with future difficulties and their willingness to apply effort to challenges that may come their way. Verbal praise is often administered as a way to reinforce the performance or behavior of individuals and although there may be positive intentions, some types of praise can have debilitating implications for

3096-474: Is in the area of curriculum design; when designing learning environments for students, it is important to create opportunities that promote learning goals as opposed to performance goals. One possible implication for educators is the need to emphasize knowledge-centred classroom environments that encourage "doing with understanding". According to Elliot, mastery-approach goals "entail striving to develop one's skills and abilities, advance one's learning, understand

3182-429: Is more likely to promote helpless responses to subsequent failures than process praise. Although praise for intelligence is usually well-intentioned, and can be motivating when students are doing well, it backfires when students eventually face work that is difficult for them. When this happens, the failure is a threat to the person's sense of his or her own intelligence—a situation to avoid. Thus, praise for intelligence

3268-446: Is most easily recognized by students being unmotivated or, quite commonly, being motivated by outside factors. For example, when asked about their motivation for doing well in school, fifty percent of students cited outside sources such as "college acceptance" or "good grades". On the contrary, only fourteen percent cited "gaining an understanding of content knowledge or learning subject material" as their motivation to do well in school. As

3354-440: Is one of the characteristic responses of any living organism when it is subjected to stimuli too intense or too complicated to cope with. The cure for apathy is comprehension ." There may be other factors contributing to a person's apathy. Apathy has been socially viewed as worse than things such as hate or anger. Not caring whatsoever, in the eyes of some, is even worse than having distaste for something. Author Leo Buscaglia

3440-497: Is predictive of negative affect, avoidance of challenge and poor achievement outcomes. In 1997, VandeWalle proposed that goal orientation is better conceptualized as a three-factor model, dividing performance orientation into the dimensions of prove performance orientation and avoidant performance orientation . According to VandeWalle, Cron & Slocum, avoidant performance and prove performance orientation have different relationships with various outcome variables, which support

3526-409: Is quoted as saying "I have a very strong feeling that the opposite of love is not hate-it's apathy. It's not giving a damn." Helen Keller stated that apathy is the "worst of them all" when it comes to the various evils in the world. French social commentator and political thinker Charles de Montesquieu stated that "the tyranny of a prince in an oligarchy is not so dangerous to the public welfare as

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3612-712: Is usually felt only in the short term, but sometimes it becomes a long-term or even lifelong state, often leading to deeper social and psychological issues. Apathy should be distinguished from reduced affect display , which refers to reduced emotional expression but not necessarily reduced emotion. Pathological apathy, characterized by extreme forms of apathy, is now known to occur in many different brain disorders, including neurodegenerative conditions often associated with dementia such as Alzheimer's disease , Parkinson's disease , and psychiatric disorders such as schizophrenia . Although many patients with pathological apathy also have depression, several studies have shown that

3698-520: The Diagnostic and Statistical Manual of Mental Disorders does not discuss apathy. In a Journal of Neuropsychiatry and Clinical Neurosciences article from 1991, Robert Marin, MD, claimed that pathological apathy occurs due to brain damage or neuropsychiatric illnesses such as Alzheimer's, Parkinson's, Huntington's disease, or stroke. Marin argues that apathy is a syndrome associated with many different brain disorders. This has now been shown to be

3784-565: The "desire to develop the self by acquiring new skills, mastering new situations, and improving one's competence". Persons with mastery orientation seek feedback on past performance to evaluate current performance. These individuals focus on improving skills and acquiring knowledge, and are less concerned with making mistakes. Research shows that the adoption of mastery goals leads to greater intrinsic motivation as opposed to performance approach or performance avoidance, which are associated with external motivation. One area where this can be important

3870-490: The 1940s following the seminal work of David McClelland and colleagues who established the link between achievement and motivations (see need for achievement ). Students' goal orientations were shown to be predictive of academic performance. Specifically, students with high goal orientation tended to value competence, expect success and seek challenges, while students with low achievement motivation tended to expect failure and avoid challenges. In an effort to better understand

3956-500: The 1964 Kitty Genovese murder. The murder took place in New York and the victim, Genovese, was stabbed to death as bystanders reportedly stood by and did nothing to stop the situation or even call the police. Latané and Darley are the two psychologists who did research on this theory. They performed different experiments that placed people into situations where they had the opportunity to intervene or do nothing. The individuals in

4042-401: The 1970s by educational psychologist Eison. Eison argued that students who attended college as an opportunity to acquire new skills and knowledge possessed a mastery orientation (which he referred to as learning orientation ), while students who attended college to exclusively obtain high grades possessed a grade orientation. Eison originally believed that these two orientations were two ends of

4128-621: The AMI, and their self-reports of apathy were compared with those of caregivers using the AMI caregiver scale. The Dimensional Apathy Scale (DAS) is a multidimensional apathy instrument for measuring subtypes of apathy in different clinical populations and healthy adults. It was developed using factor analysis , quantifying Executive apathy (lack of motivation for planning, organising and attention), Emotional apathy (emotional indifference, neutrality, flatness or blunting) and Initiation apathy (lack of motivation for self-generation of thought/action). There

4214-481: The Apathy Evaluation Scale (AES) was the first method developed to measure apathy in clinical populations. Centered around evaluation, the scale can either be self-informed or other-informed. The three versions of the test include self, informant such as a family member, and clinician. The scale is based around questionnaires that ask about topics including interest, motivation, socialization, and how

4300-400: The abilities of others. Nicholls' early work set the stage for Carol Dweck 's work. There are multiple conceptualizations and operationalizations of goal orientation. Dweck's initial research suggested two component of goal orientation, learning orientation or performance orientation which was assessed in children based on task preference. Later research by Elliot and VandeWalle suggested

4386-471: The acquisition of new skills, while children with performance goals were believed to approach situations to gain approval from peers and teachers. Like Eison, Dweck conceptualized goal orientation as a two-dimension construct. Individuals with a mastery orientation seek to develop their competence by acquiring new skills and mastering new situations. They are not concerned about their performance relative to others, but rather with furthering their understanding of

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4472-435: The apathy of a citizen in the democracy." As can be seen by these quotes and various others, the social implications of apathy are great. Many people believe that not caring at all can be worse for society than individuals who are overpowering or hateful. Apathy in students, especially those in high school, is a growing problem. It causes teachers to lower standards in order to try to engage their students. Apathy in schools

4558-433: The argument that a three-factor model should be used in place of the originally conceptualized two-factor model. VandeWalle defines prove performance as the "desire to prove one's competence and to gain favorable judgments about it". It represents a desire to achieve a high level of performance. People with performance approach orientation seek positive reinforcement and feedback. These individuals do not want to put forth

4644-604: The belief that one's basic qualities are fixed – as if genetically predetermined. Individuals with fixed mindsets believe that practice has no relationship to performance success, which has been shown to be maladaptive across domains. Growth mindsets are characterized by the belief that talents and abilities are things that are developed through effort, practice and instruction. Individuals with growth mindsets feel that they control their success, rather than external forces, so they are better able to problem solve and persist through setbacks. Research has shown that growth mindsets foster

4730-609: The case across a range of neurological and psychiatric conditions. A review article by Robert van Reekum, MD, et al. from the University of Toronto in the Journal of Neuropsychiatry (2005) claimed that an obvious relationship between depression and apathy exists in some populations. However, although many patients with depression also have apathy, several studies have shown that apathy can occur independently of depression, and vice versa. Apathy can be associated with depression,

4816-413: The condition of apathy, it is a psychological problem for some depressed people, in which they get a sense that "nothing matters", the "lack of will to go on and the inability to care about the consequences". He describes depressed people who "...cannot seem to make [themselves] do anything", who "can't complete anything", and who do not "feel any excitement about seeing loved ones". He acknowledges that

4902-604: The construct as a stable, individual difference characteristic. Button, Mathieu, & Zajac take an integrative view of the construct, stating that goal orientation is best categorized as a relatively stable individual difference variable that can be influenced by situational and contextual characteristics. They found that when few situational cues are present, individuals adopt their dispositional goal orientations. However, when "dispositional goal orientations predispose individuals to adopt particular response patterns across situations, situational characteristics may cause them to adopt

4988-622: The constructs. Although findings are mixed, "a substantial body of theory and research suggests motivational and ability traits are generally uncorrelated". In a meta-analysis by Payne et al. , cognitive ability and goal orientation were found to be independent constructs. Accordingly, individuals with high cognitive ability are equally likely to hold learning, prove performance, and avoid performance orientations. These authors also found that mastery orientation predicted job performance above and beyond cognitive ability. Based on this research, goal orientation, rather than cognitive ability, serves as

5074-428: The difficulty enjoying activities that individuals with anxiety often face can lead to them doing these activities much less often and can give them a sense of apathy about their lives. Even behavioral apathy may be found in individuals with anxiety in the form of them not wanting to make efforts to treat their anxiety. Often, apathy is felt after witnessing horrific acts, such as the killing or maiming of people during

5160-499: The dominant social norms. Adolescents with friends having high academic aspirations tend to have fewer problems academically. Research has produced mixed results when examining the relationship between cognitive ability - such as intelligence - and goal orientation. For example, Eison found that mastery-oriented students had higher levels of cognitive ability than grade-oriented (performance-oriented) students. However, Dweck and her colleagues were unable to find any relationship between

5246-476: The effect is consistent, such that students with an incremental view of intelligence academically outperform students who had an entity view of intelligence. The need for achievement refers to the degree to which an individual "maintains high standards" and "aspires to accomplish difficult tasks". Goal orientation dimensions have been conceptualized as manifestations of Atkinson's (1957) need for achievement and need to avoid failure competence-relevant motives. In

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5332-488: The emotional fatigue that so often accompanies severe anxiety leads to one's emotions being worn out, thus leading to apathy. Second, the low serotonin levels associated with anxiety often lead to less passion and interest in the activities in one's life, which can be seen as apathy. Third, negative thinking and distractions associated with anxiety can ultimately lead to a decrease in one's overall happiness which can then lead to an apathetic outlook about one's life. Finally,

5418-522: The experiment were either by themselves, with a stranger(s), with a friend, or with a confederate. The experiments ultimately led them to the conclusion that there are many social and situational factors that are behind whether a person will react in an emergency situation or simply remain apathetic to what is occurring. Several different questionnaires and clinical interview instruments have been used to measure pathological apathy or, more recently, apathy in healthy people. Developed by Robert Marin in 1991,

5504-406: The factor structure of goal orientation lends itself to three distinct dimensions. Similarly, a prove performance orientation focuses on demonstrating performance to prove competence A mastery orientation is characterized by the belief that success is the result of effort and use of the appropriate strategies. Mastery oriented individuals strive to develop their understanding and competence at

5590-504: The findings have been inconsistent, and it is estimated that apathy in ~60% of Alzheimer's patients does not respond to treatment with these drugs. Methylphenidate , a dopamine and noradrenaline reuptake blocker, has received increasing interest for the treatment of apathy. Management of apathetic symptoms using methylphenidate has shown promise in randomized placebo controlled trials of Alzheimer's patients. A phase III multi-centered randomized placebo-controlled trial of methylphenidate for

5676-468: The goal orientation held by an individual was a result of the possession of either an internal or external referent , while Dweck considered the adoption of a particular goal orientation to be related to the theory of intelligence held by that individual. Subsequent work by Eison and colleagues in 1982 led to a change in the conceptualization of these orientations from two ends of a continuum to two separate constructs. More recently, researchers have embraced

5762-428: The heavy use of drugs such as opiates may bring apathy as a side effect. Goal orientation Goal orientation refers to how an individual interprets and reacts to tasks, resulting in different patterns of cognition, affect and behavior. Developed within a social-cognitive framework, the orientation goal theory proposes that students' motivation and achievement-related behaviors can be understood by considering

5848-494: The idea that individuals can adopt the two orientation styles simultaneously: individuals can be independently high or low in learning and performance orientations. Ultimately, they can entertain multiple competing goal orientations at the same time, and strive to both outperform competitors and improve their performance. This line of thinking led to the conceptualization of two separate continua: one for mastery orientation and one for performance orientation. Significant research and

5934-888: The individual spends their time. The individual or informant answers on a scale of "not at all", "slightly", "somewhat" or "a lot". Each item on the evaluation is created with positive or negative syntax and deals with cognition, behavior, and emotion. Each item is then scored and, based on the score, the individual's level of apathy can be evaluated. The Apathy Motivation Index (AMI) was developed to measure different dimensions of apathy in healthy people. Factor analysis identified three distinct axes of apathy: behavioural, social and emotional. The AMI has since been used to examine apathy in patients with Parkinson's disease who, overall, showed evidence of behavioural and social apathy, but not emotional apathy. Patients with Alzheimer's disease , Parkinson's disease , subjective cognitive impairment and limbic encephalitis have also been assessed using

6020-436: The lack of uniformity among research findings, there is a general consensus that gender influences the development of different rationales and motivations for behavior, as a result of unique socialization expectations and experiences. These differences then affect the way students approach learning situations, leading to gender-related differences in goal orientations. Although several studies have hypothesized this effect, there

6106-624: The material, or complete or master a task". This type of mastery orientation is consistent with the way general mastery orientation has been conceptualized previously. Alternatively, mastery-avoidance goals "entail striving to avoid losing one's skills and abilities (or having their development stagnate), forgetting what one has learned, misunderstanding material, or leaving a task incomplete or unmastered". Individuals are likely to pursue mastery-avoidance goals when they feel that their skills or abilities are deteriorating. For example, an elderly individual may notice that their physical and mental capacity

6192-437: The mechanisms underlying achievement, personality and social psychology researchers expanded McClelland's work by examining how cognitive representations shape social experiences. Personality researchers have explored aspects of goal motivation as an aspect of identity, whereas social psychologists have focused on the thought patterns that arise across various contexts. Conceptualizations of goal orientation were proposed in

6278-579: The need for achievement were found to be strongly related, the findings demonstrate that achievement orientation is related to, but not synonymous with the need for achievement. Mindset refers to an individual's belief about oneself and one's most basic qualities, such as talent, intelligence, and personality. Although the majority of research on mindsets has focused primarily on how they affect educational achievement, mindsets have also been shown to be influential in athletics, health and well-being, business and relationships. Fixed mindsets are characterized by

6364-492: The presence of goal orientation). These antecedents have been identified to have varying levels of importance. In a meta-analysis by Payne et al. , both the need for achievement and the Big Five personality traits were identified as important antecedents of goal orientation, while cognitive ability was found to have almost no relationship with goal orientation. Age is a significant factor in predicting an individual's goal orientation, with younger individuals more likely to adopt

6450-663: The reasons or purposes they adopt while engaged in academic work. The focus is on how students think about themselves, their tasks, and their performance. Goal orientations have been shown to be associated with individuals' academic achievement , adjustment, and well-being. Research has examined goal orientation as a motivation variable that is useful for recruitment , climate and culture, performance appraisal , and choice. It has also been used to predict sales performance, adaptive performance , goal setting , learning and adaptive behaviors in training , and leadership . Research on achievement motivation can be traced back to

6536-482: The recipient. The specific distinction lies in what the praise is directed towards. Process praise is focused on the actions taken by the individual, especially their effort and problem solving strategies, such as "Great job! You're working really hard." Process praise reinforces the association between success and effort (or behavior) rather than a fixed ability, which cultivates the more adaptive mastery orientation and incremental view of intelligence. Person praise

6622-871: The same continuum and developed the Learning Orientation-Grade Orientation Scale to measure it. Meanwhile, Nicholls was developing a related theory that goal motivation would lead grade school children to set high task-related goals. Nicholls found that some high-ability children would use maladaptive strategies when they encountered difficult tasks, which led to eventual feelings of helplessness. By contrast, others would use more productive coping strategies to avoid helplessness. Nicholls later conceptualized these differences as two types of achievement goals: task involvement, where individuals seek to develop their competence relative to their abilities, and ego involvement , where individuals seek to develop their competence relative to

6708-423: The same term [REDACTED] This disambiguation page lists articles associated with the title Disengagement . If an internal link led you here, you may wish to change the link to point directly to the intended article. Retrieved from " https://en.wikipedia.org/w/index.php?title=Disengagement&oldid=1172014611 " Category : Disambiguation pages Hidden categories: Short description

6794-600: The signs of apathetic students include declining grades, skipping classes, routine illness, and behavioral changes both in school and at home. In order to combat this, teachers have to be aware that students have different motivation profiles; i.e. they are motivated by different factors or stimuli. Also known as the bystander effect , bystander apathy occurs when, during an emergency, those standing by do nothing to help but instead stand by and watch. Sometimes this can be caused by one bystander observing other bystanders and imitating their behavior. If other people are not acting in

6880-569: The term apatheia was used by the Stoics to signify a (desirable) state of indifference toward events and things that lie outside one's control (that is, according to their philosophy, all things exterior, one being only responsible for one's own representations and judgments). In contrast to apathy , apatheia is considered a virtue , especially in Orthodox monasticism . In the Philokalia

6966-433: The treatment of apathy has reported positive effects. Overall, ~40% of Parkinson's disease patients suffer from apathy, with prevalence rates varying from 16 to 62%, depending on the study.  Apathy is increasingly recognized to be an important non-motor symptom in Parkinson's disease. It has a significant negative impact on quality of life. In some patients, apathy can be improved by dopaminergic medication. There

7052-531: The two syndromes are dissociable: apathy can occur independent of depression and vice versa. Although the word apathy was first used in 1594 and is derived from the Greek ἀπάθεια ( apatheia ), from ἀπάθης ( apathēs , "without feeling" from a- ("without, not") and pathos ("emotion")), it is important not to confuse the two terms. Also meaning "absence of passion," "apathy" or "insensibility" in Greek,

7138-564: The word dispassion is used for apatheia , so as not to confuse it with apathy . Christians have historically condemned apathy as a deficiency of love and devotion to God and his works. This interpretation of apathy is also referred to as Sloth and is listed among the Seven Deadly Sins . Clemens Alexandrinus used the term to draw to gnostic Christianity philosophers who aspired after virtue. The modern concept of apathy became more well known after World War I , when it

7224-403: The world. Apathy can also be defined as a person's lack of goal orientation . Apathy falls in the less extreme spectrum of diminished motivation , with abulia in the middle and akinetic mutism being more extreme than both apathy and abulia. The apathetic may lack a sense of purpose, worth, or meaning in their life . People with severe apathy tend to have a lower quality of life and are at

7310-493: Was found to predict job performance better than the Big Five. Learning orientation was found to be positively correlated with all five measures of personality with openness to experience and conscientiousness having the largest correlations. Proving good performance was uncorrelated with all aspect of personality, apart from a negative correlation with neuroticism . Many studies have examined relationships between goal orientation and various antecedents (factors which predict

7396-432: Was one of the various forms of " shell shock ", now better known as post-traumatic stress disorder (PTSD). Soldiers who lived in the trenches amidst the bombing and machine gun fire, and who saw the battlefields strewn with dead and maimed comrades, developed a sense of disconnected numbness and indifference to normal social interaction when they returned from combat. In 1950, US novelist John Dos Passos wrote: "Apathy

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