| anxiety | A vague, highly unpleasant feeling of fear and apprehension.
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| attribution theory | The concept that individuals are motivated to discover the underlying causes of their own behavior or performance in their effort to make sense of it.
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| career self-concept theory | Super's theory that individuals' self-concepts play a central role in their career choices and that in adolescence individuals first construct their career self-concept.
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| developmental career choice theory | Ginzberg's theory that and adolescents go through three career-choice stages: fantasy, tentative, and realistic.
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| extrinsic motivation | Response to external incentives such as rewards and punishments.
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| failure syndrome | Having low expectations for success and giving up at the first sign of difficulty.
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| flow | Csikszentmihalyi's concept that describes optimal life experiences, which he believes occur most often when people develop a sense of mastery and are absorbed in a state of concentration when they are engaged in a activity.
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| helpless orientation | An outlook in which individuals focus on their personal inadequacies often attribute their difficulty to a lack of ability, and display negative affect (including boredom and anxiety). This orientation undermines performance.
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| intrinsic motivation | Internal motivational factors such as self-determination, curiosity, challenge, and effort.
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| mastery orientation | An outlook in which individuals focus on the task rather than on their ability, have positive affect, and generate solution-oriented strategies that improve performance.
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| performance orientation | An outlook in which individuals are concerned with performance outcome rather than performance process. For performance-oriented students, winning is what matters.
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| personality type theory | Holland's belief that an effort should be made to match an individual's career choice with his or her personality.
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| self-efficacy | The belief that one can master a situation and produce positive outcomes.
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| self-handicapping strategies | Some adolescents deliberately do not try in school, put off studying until the last minute, and use other self-handicapping strategies so that if their subsequent performance is at a low level, these circumstances, rather than lack of ability, will be seen as the cause.
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