explained, in part, by parental expectations (Carducci, 2009). Discovering ways to lessen the negative effects of evaluation apprehension is an issue for future research and has serious potential social consequence. Recent research has revealed the connection between framing and achievement motivation (Hart & Albarracı ´n, 2009). When primed for achievement, participants with high levels of achievement motivation performed worse on a task when it was framed as fun than did those with low levels of achievement motivation. When that same assignment was framed as achievement oriented, the participants with the higher levels of achievement motivation performed significantly better, suggesting that it may be the approach an individual takes towards a certain task that deter- mines their likelihood for success (Hart & Albarracı ´n, 2009). The results of this study relay an important reality that is to be addressed by the educational community: conformity to a one-dimensional approach in teaching may not be possible, and adaptation towards each individ- ual will likely yield the best results and levels of achievement amongst students. Future studies on achievement might take into account multiple personal goals and the contextual factors that affect achievement (Pintrich et al., 2003). References Carducci, B. (2009). The psychology of personality (2nd ed.). Chichester, England: Wiley-Blackwell. Dweck, C. S. (1999, Spring). Caution – praise can be dan- gerous. American Educator, 23(1), 1–5. Retrieved April 3, 2012, from http://www.sde.ct.gov/sde/lib/sde/pdf/ cali/praisespring99.pdf Elliot, A. J., & Dweck, C. S. (2005). Competence and motivation: Competence as the core of achievement motivation. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (pp. 3–12). New York, NY: The Guilford Press. Hart, W., & Albarracı ´n, D. (2009). The effects of chronic achievement motivation and achievement primes on the activation of achievement and fun goals. Journal of Personality and Social Psychology, 97(6), 1129–1141. doi:10.1037/a0017146. Huang, C. (2011). Achievement goals and achieve- ment emotions: A meta-analysis. Educational Psychology Review, 23, 359–388. doi:10.1007/ s10648-011-9155-x. Mazur, J. (2006). Learning and behavior (6th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. McGlone, M. S., & Aronson, J. (2007). Forewarning and forearming stereotype-threatened students. Communication Education, 56(2), 119–133. Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52. doi:10.1037/0022- 3514.75.1.33. Pintrich, P. R., Conley, A. M., & Kempler, T. M. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research, 39, 319–337. doi:10.1016/j. ijer.2004.06.002. Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychologi- cal Monographs: General and Applied, 80(1), 1–28. doi: 10.1037/h0092976 Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613–629. doi: 10.1037/0003- 066X.52.6.613 Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41, 64–70. Online Resources Dwyer, C. (n.d.). Using praise to enhance student resilience and learning outcomes. American Psycho- logical Association. Retrieved January 8, 2013, from http://www.apa.org/education/k12/using-praise.aspx Locus of Control Online Test. http://www.psych.uncc. edu/pagoolka/LocusofControl-intro.html Motivation, Power & Achievement Society. http://www. mpa-society.org/ Activism Kate Sheese 1 and Wen Liu 2 1 Department of Psychology, York University, Toronto, ON, Canada 2 Social Psychology Graduate Center, The City University of New York, New York, NY, USA Introduction The relationship between psychology and activ- ism has taken many forms. Throughout the history of the discipline, psychologists have used psychological research in order to under- stand and address issues of inequality and injus- tice, to promote social and political change, while A 20 Activism