Suggests that many educators may be using unrealistic standards in determining student failure. (JS)

Choice-preference and task persistence prediction studies support the theory. However, the results on performance data are less clear. Issues to be resolved are: better measurement instruments, identification of internal-external achievement motivated subjects, long-term achievement, and cross-cultural generalization. There are implications for…

The causes of educational failure among students with adequate academic potential are discussed. (CK)

Argues that because of the need for the experiences of a child to be positive and successful, a process of uninterrupted promotion into each succeeding grade merits consideration; that each such retention be considered as an individual case, the school system instigating new programs for such retained students. (RJ)

Reports on a study designed to assess whether attributions or causality of success and failure would vary as a function of sex role attitudes. Indicates that sex-typed notions about competence may still be deeply ingrained despite recent social changes. (Author/MK)

Describes why principals fail based on survey of 95 Tennessee superintendents and district supervisors. Respondents were asked to rate the impact of 23 selected competencies on principals' job performance. Offers several suggestions for principals and their supervisors to reduce failure. (PKP)

Discusses the synthesis of a body of psychological research that describes the human characteristic referred to as "mindfulness." Analyzes the concept as it relates to personal development and educational settings. (JOW)

Introduces the concept of learned hopelessness, with special attention on its development from the helplessness theory of depression, and its application to studies of achievement motivation. Highlights conceptual and assessment issues that arise in researching learned hopelessness and achievement motivation. (DSK)

Naturalistic inquiry and content analysis were used to examine the lives of successful adult learners. When confronted with failure, these learners engaged in problem solving, visioning, objectifying, emotional, reflecting, partnering, and active learning behaviors that motivated them toward further achievement. (SK)

In this article, the author discusses the "O" grade that is sometimes given out to students who do not complete their work. The author feels there are two issues to consider and in this article, he discusses those two issues. First, and most important, is to determine the appropriate consequence for students who fail to complete an assignment. The…

This article reviews the concepts of positive and negative perfectionism and the dual process model of perfectionism outlined by Slade and Owens (1998). The authors acknowledge that the dual process model represents a conceptual advance in the study of perfectionism and that Slade and Owens should be commended for identifying testable hypotheses…

A very brief historical review on the identification of neurocognitive deficits in patients treated for a pediatric malignancy that involved CNS disease, treatment, or a combination is provided. This review is particularly directed toward providing a foundation upon which the introduction of specific brain injury rehabilitation efforts and…

The absence of parents from schools is seen as an important factor related to the significant number of adolescents at risk of school failure. Effective parenting is known to be a key protective factor for adolescents at risk for school failure and other maladaptive developmental outcomes. While evidence-based parent management training models…

The policies underlying the specific learning disability (SLD) regulations in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) are analyzed. The analysis focuses on the Response-to-Intervention (RTI) provision ("if the child responds to scientific, research-based intervention") as a diagnostic model,…