How do we lack in our social behaviour and civic sense ?
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in my opinion its social behaviour
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1. Control
The most dominant self-belief is our assessment of the degree of control we have over our own destiny. Control beliefs dictate whether pursue goals and task for reasons external to the psychic self or to satisfy the inner psychological strivings of the core self. People with an external focus feel that their destiny is not within their direct control
2. Competency
Competency beliefs are also highly influential for motivated behavior. Competency beliefs include assessments of our overall ability to achieve desired outcomes but can also reflect micro-level assessments of the perceived skills and abilities needed to complete a task, such as writing an article or installing computer software.
3. Value
A third influential self-belief is the degree of value we associate with different task outcomes, which fluctuates according to individual and culture standards as well as the extent of cognitive, social and moral development. When ascribing low value to a potential goal or task, individuals are reluctant to invest effort. For example, who would devote extraordinary cognitive and financial resources to completing law school or invest physical energy toward running in a 10-mile race when the payoff is seen as marginal, uninteresting or of questionable value?
4. Goal orientation
A fourth and highly influential self-belief relates to the reasons we pursue goals. Goal orientation represents the alleged purpose for engaging in learning or the reasons a particular performance target is chosen. Typically situated as an explanation of academic behavior, individuals may elect to pursue academic knowledge and personal development for either normative and appearance reasons or for the inherent satisfaction of mastering a skill or ability.
5. Epistemology
Fifth, people have beliefs about the nature of knowledge acquisition and intelligence in general. While many different types of views may be espoused concerning “epistemology,” people fall into one of three categories when it comes to how knowledge is acquired and advanced:
The most dominant self-belief is our assessment of the degree of control we have over our own destiny. Control beliefs dictate whether pursue goals and task for reasons external to the psychic self or to satisfy the inner psychological strivings of the core self. People with an external focus feel that their destiny is not within their direct control
2. Competency
Competency beliefs are also highly influential for motivated behavior. Competency beliefs include assessments of our overall ability to achieve desired outcomes but can also reflect micro-level assessments of the perceived skills and abilities needed to complete a task, such as writing an article or installing computer software.
3. Value
A third influential self-belief is the degree of value we associate with different task outcomes, which fluctuates according to individual and culture standards as well as the extent of cognitive, social and moral development. When ascribing low value to a potential goal or task, individuals are reluctant to invest effort. For example, who would devote extraordinary cognitive and financial resources to completing law school or invest physical energy toward running in a 10-mile race when the payoff is seen as marginal, uninteresting or of questionable value?
4. Goal orientation
A fourth and highly influential self-belief relates to the reasons we pursue goals. Goal orientation represents the alleged purpose for engaging in learning or the reasons a particular performance target is chosen. Typically situated as an explanation of academic behavior, individuals may elect to pursue academic knowledge and personal development for either normative and appearance reasons or for the inherent satisfaction of mastering a skill or ability.
5. Epistemology
Fifth, people have beliefs about the nature of knowledge acquisition and intelligence in general. While many different types of views may be espoused concerning “epistemology,” people fall into one of three categories when it comes to how knowledge is acquired and advanced:
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