Achievement Goal Theory Review: An Application to School Psychology

Achievement Goal Theory (AGT) is one of the most popular theoretical frameworks in motivation research. Despite its application to a variety of contexts, including, school, work, and sport, it has not yet been referenced in the field of school psychology. First, we review the theoretical underpinnings as told through the theory’s evolving models, explore its impacts on cognition, emotion, and behavior, and introduce a multiple goals perspective. Second, we outline the leading research supporting AGT, both in terms of structural and individual intervention studies. Third, we apply the principles of AGT to the primary tasks of school psychology professionals, including assessment, intervention, and consultation practices. The students we support can greatly benefit from gearing our approaches toward ones that foster self-improvement and interest.

Stigmatizing our own: Self-relevant research is common but frowned upon in clinical, counseling, and school psychology

Researchers often have personal experiences that motivate engagement with a research topic. We performed the first systematic investigation of self-relevant research (SRR; “me-search”) among psychologists. The prevalence of SRR and attitudes towards SRRers were examined in a representative North American sample (N = 1,778) of faculty, graduate students, and others affiliated with accredited doctoral programs in clinical, counseling, and school psychology. Over half of participants had engaged in SRR. When judging experimentally manipulated vignettes, those who did not engage in SRR made more stigmatizing judgements of SRR and SRR disclosure than those who engaged in SRR. Psychologists and trainees had more negative attitudes towards SRR on mental health topics (suicide, depression, schizophrenia) than physical health topics (cancer). We discuss the implications of negative evaluations of SRR and mental illness on the health of applied psychology.