Beliefs in Internal-External Control of Reinforcements and Academic Performance

2 separate studies are reported, each using subjects in grades ranging from elementary school through high school. The predictor measures in both cases were the degree to which the child perceives that he, rather than someone or something else, causes his successes and his failures in academic-intel...

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Bibliographic Details
Published in:Child development 1968-03, Vol.39 (1), p.91-102
Main Authors: Paul E. Mc Ghee, Crandall, Virginia C.
Format: Article
Language:English
Subjects:
Academic achievement
Academic grades
Achievement
Achievement tests
Adolescent
Analysis of Variance
Butter
Child
Children
Female
Grade 3
Grade levels
Grade point average
Humans
Male
Perception
Psychological Tests
Reinforcement (Psychology)
School principals
Self Concept
Social Control, Informal
Test scores
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Summary:2 separate studies are reported, each using subjects in grades ranging from elementary school through high school. The predictor measures in both cases were the degree to which the child perceives that he, rather than someone or something else, causes his successes and his failures in academic-intellectual situations. The dependent variables were two measures of academic performance: course grades, and achievement test scores. While prediction of girls' performance scores was equally consistent from beliefs in their own instrumentality for successes and for failures, boys' performance scores were more consistently related to beliefs in responsibility for failure. In general, there was greater consistency of prediction across age levels for grades received than for achievement test scores.
ISSN:0009-3920
1467-8624
DOI:10.2307/1127361