Expectancies about Achievement and Achievement: The Sense of Internal-External Control and Academic Performance among Black High School Students

Jorgensen, Carl C.

doi:10.1177/009579847600200209

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…Each of these studies reported findings suggesting that the simple internal-external dichotomy was not adequate to capture the relationship between control and other motivationally relevant variables. For example, both Lao (1970) and Jorgensen (1976) found positive relations between academic achievement and internality on Personal Control (i.e., first-person items), but not Control ideology (third-person items). Only when African-American college subjects believed that they personally controlled their own reinforcements did academic achievement increase.…”

Section: Race-homogeneous Researchmentioning

confidence: 97%

Motivation in African Americans

Graham

1994

Review of Educational Research

291

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Close to 140 studies comprising an African-American empirical literature on motivation were reviewed. The review was organized around five topics subsumed under three broader assumptions about the relationship between ethnic minority status and motivation. First, research on the achievement motive was reviewed to examine the belief that African Americans lack certain personality traits deemed necessary for achievement strivings. Second, the empirical literatures on locus of control and causal attributions were summarized to investigate the assumption that African Americans are less likely to believe in internal or personal control of outcomes, the belief system that theoretically should accompany high achievement-related behavior. And third, research on expectancy of success and self-concept of ability was reviewed to examine the hypothesis that African Americans have negative self-views about their competence. None of these assumptions was supported in the review. In fact, African Americans appear to maintain a belief in personal control, have high expectancies, and enjoy positive self-regard. Some of the conceptual and methodological limitations of this research were discussed. The article concludes with six suggested principles of a motivational psychology for African Americans that might serve as guides for future research.

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Section: Race-homogeneous Researchmentioning

confidence: 97%

Motivation in African Americans

Graham

1994

Review of Educational Research

291

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“…Although several conceptualizations could be presented explicating proposed relationships of psychosocial factors to academic and behavioral functioning, a presentation of that magnitude is beyond the scope of this article (for reviews, see Barbarin, 1983;Bronfenbrenner, 1979;Christenson, Rounds, & Gorney, 1992;Cunningham & Spencer, 2000;Garcia Coll et al, 1996;McLoyd, 1990;Slaughter & Epps, 1987). In general, these conceptualizations appear to converge on the postulation that academic and behavioral functioning are influenced by parenting practices (Chapman & Mullis, 1999;Clark, Novak, & Dupree, 2002;Johnson & Pandina, 1991;McAdoo & McAdoo, 2001;Paulson, Marchant, & Rothlisberg, 1998), youth attitudes (Eccles & Wigfield, 1985;Jessor, Turbin, & Costa, 1998;Jorgensen, 1976), and types of peer associations (Brendgen, Vitaro, Turgeon, & Poulin, 2002;Dekovic, 1999;Ellenbogen & Chamberland, 1997;Ge, Brody, Conger, Simons, & Murray, 2002;Gonzales, Cauce, Friedman, & Mason, 1996;Jessor et al, 1998). From a social learning perspective, youth learn affective and behavioral regulatory strategies via observing the actions of such models as parents and peers.…”

mentioning

confidence: 99%

Youth and Parental Correlates of Externalizing Symptoms, Adaptive Functioning, and Academic Performance: An Exploratory Study in Preadolescent Blacks

Clark

Dogan

Akbar

2003

Journal of Black Psychology

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The effects of youth and parenting factors on school functioning were assessed in a preadolescent sample of 70 Blacks. Attitudes about deviance and types of peer associations were reported by youth, and perceived achievement control and hostile control were provided by parents. Additional information about academic performance, adaptive functioning, and externalizing symptoms was recounted by teachers. Multiple regression analyses indicated that hostile control was positively related to delinquency symptoms and that achievement control was negatively associated with academic performance. These analyses also revealed that the modeling of negative behaviors by friends was positively related to aggression and delinquency symptoms and that perceptions of academic competence were positively associated with adaptive functioning and academic performance. Although replication of the current findings is clearly needed, the findings highlight the mutual influences of parental and youth factors to academic adjustments in Black youth.

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Perceived Personal Control and Academic Achievement

Stipek

Weisz

1981

Review of Educational Research

251

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Perceived control of events is one motivational variable that appears to affect children’s academic achievement. In this review the conceptualization and measurement of the control dimension is discussed from three theoretical perspectives: social learning theory, attribution theory, and intrinsic motivation theories. For each of these three perspectives evidence on the relationship between achievement and perceptions of control is summarized, and possible explanations for the relationship are discussed. Throughout this review similarities and differences among these orientations are pointed out. Specific recommendations are made for research which will advance our understanding of this relationship and which will provide the most useful information to educators.

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Expectancies about Achievement and Achievement: The Sense of Internal-External Control and Academic Performance among Black High School Students

Cited by 3 publications

References 6 publications

Motivation in African Americans

Motivation in African Americans

Youth and Parental Correlates of Externalizing Symptoms, Adaptive Functioning, and Academic Performance: An Exploratory Study in Preadolescent Blacks

Perceived Personal Control and Academic Achievement

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