astohelpthemtoseethemselvesascapablelearners,andsothesestudentsbecameincreasinglyconfidentinschool.esswaswithintheirreach.Drivenforwardbythisoptimism,thesestudentscontinuedtotryhard,essforthem.Theybecametheacademicandemotionalwinners.essonformalandinformalassessments.Buttherewereotherstudentswhodidn’tfaresowell.Theyscoredverylowontests,beginningintheearliestgrades.Theemotionaleffectwastocausethemtoquestiontheirowncapabilitiesaslearners.Theybegantoloseconfidence,which,inturn,deprivedthemoftheemotionalreservesneededtocontinuetotakerisks.Astheirmotivationwarned,ofcourse,theirperformanceplummeted.Thesestudentsembarkedonwhattheybelievedtobeanirreversibleslidetowardinevitablefailureandlosthope.Onceagain,theemotionaltriggerfortheirdecisionnottotrywastheirperceptionoftheirperformanceonassessments.
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