“…Studies of the relations between individual control beliefs and achievement (e.g., grades and test scores) or self-regulation (e.g., study effort and strategies) in academic settings, have generally shown that higher levels of both achievement and self-regulation are positively related to higher self-efficacy, more internal locus of control, causal attribution of success to internal causes such as effort and ability, and higher outcome expectancy and are negatively related to causal attribution of success to external causes such as luck and task difficulty (e.g., see reviews in Bandura, 1986Bandura, , 1993Stipek, 1993;Stipek & Weisz, 1981;Weiner, 1986;Wigfield & Eccles, 1992). The relations identified generally correspond to those that would be expected based on the various theoretical formulations of control (e.g., Bandura, 1986;Ford & Thompson, 1985;Heckhausen & Schulz, 1995;Rotter, 1966;Skinner et al, 1988;Weiner, 1966;Weisz & Stipek, 1982). However, there have been exceptions to these patterns of relationship, particularly for causal attributions (e.g., Platt, 1988;Vispoel & Austin, 1995).…”