The phrase "achievement behavior" is correct and usable in written English.
It can be used in contexts discussing actions or behaviors that lead to achieving goals or success.
Example: "The study focused on the relationship between motivation and achievement behavior among students."
Alternatives: "goal-oriented behavior" or "success-driven actions".
The finding includes children's academic achievement, behavior and emotional well-being.
The outcomes of interest are academic achievement, behavior at school and grade retention.
In the present study with 4- and 5-year-olds, we tested a goal-confidence model that predicts achievement behavior during failure for older children.
Introduced originally to explain gender differences in achievement behavior, we verify the usefulness of fear of success (FS) in sport domain by using the emotionally-based definition of FS proposed by Metzler and Conroy (2007), which is operationalized as belief strengths regarding aversive successes that predispose individuals to appraise success as threatening.
There's a clear pattern in high achievement behavior.
The effects of emotions on achievement behavior are ambiguous (Carver and Scheier 2014).
Secondary analyses included other domains such as Reading and Mathematics scholastic achievement, social behavior, and memory.
Language impairments affect up to 19% of school age children and these deficits are predictive of long-term problems affecting learning, academic achievement, and behavior.
This study investigated 101 public high schools in southeastern Michigan to examine the role played by the availability of nearby nature in student academic achievement and behavior.
In far too many communities, children with learning, achievement or behavior problems that should be handled at school are probably being suspended or expelled, which makes them more likely to commit crimes.
