Locus of control and achievement motivation-critical factors in educational psychology

Chan, Kenyon S.

doi:10.1002/1520-6807(197801)15:1<104::aid-pits2310150120>3.0.co;2-t

Cited by 5 publications

(5 citation statements)

References 18 publications

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“…Factors that explain differences in attributions of students' success or failure on specific tasks include locus of control, perceived control, expectancy of success, achievement motivation, self-esteem, academic achievement, and need for achievement (Chan, 1978;Crandall, Katkovsky, & Preston, 1962;Dweck, 1975;Weiner, 1976;Weiner & Kukla, 1970;Tollefson, Tracy, Johnsen, Borgers, Buenning, Farmer, & Barke, Note 4). Both teachers' and parents' attributions for the student's performance (Beckman, 1976;Chapman & Boersma, 1979) as well as students' self-attributions for their success or failure in school settings (Curtis & Schildaus, 1980;Frieze & Snyder, 1980;Nicholls, 1979;Deshler, Schumaker, Alley, Warner, & Clark, Note 5) have been studied.…”

mentioning

confidence: 95%

Teachers’ Attributions for Problems that Result in Referral for Psychoeducational Evaluation

Christenson

Ysseldyke

Wang

et al. 1983

The Journal of Educational Research

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mentioning

confidence: 95%

Teachers’ Attributions for Problems that Result in Referral for Psychoeducational Evaluation

Christenson

Ysseldyke

Wang

et al. 1983

The Journal of Educational Research

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“…In trinsic motivation has been linked to grea te r student persistence with dem anding or difficult ideas [51], higher levels of conceptual understanding [40,41] and the developm ent of an int ernal locus of control in student s [17] . In contrast, frequent use of extrinsic motivators may lead to an "arms race" in which st udents demand more and more valuable rewards for their actions [26, p. 164].…”

Section: R Eview Of R Esearch On Motivationmentioning

confidence: 99%

Management, Motivation and Student-Centered Instruction I: Analytical Framework

DeLong¹,

Winter²,

Yackel³

2003

PRIMUS

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We describ e a resear ch-based an alytical fram ework (MALA , for motivation , activity, learning and attribution) for the exa mina t ion of classroom management issues in st udent-cente red instruction. We review research in classroom management for un ivers ity and collegelevel classrooms and describe the research base for the MALA framework.KEYWORDS: Classr oom man agement , st udent-cente red instruct ion , active learn ing, st udent motivation , student behavior , instructor role, ana lysis of teaching.

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“…However, there may be an interaction with personality variables such as locus of control, anxiety level, or achievement motivation. Chan (1978) suggested that the meaning of intelligence test results was confounded when locus of control and achievement motivation were not considered. Anxiety level might be important because many children are anxious in evaluative contexts (Phillips, Pitcher, Worsham, & Miller, 1980), and there is evidence that anxiety level influences test performance (Lutey & Copeland, 1982).…”

Section: Research Recommendationsmentioning

confidence: 99%

Reinforcement in testing: Research with children and adolescents.

Fish¹

1988

Professional School Psychology

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Data from reinforcement-in-testing research conducted with children and adolescents was compiled and reviewed in an attempt to isolate consistent trends. The findings do not support a reinforcement effect, although there is evidence that reinforcers enhance the performance of some examinees. This article includes an analysis of theoretical issues related to a standard test approach, validity and reliability of test scores, and the role of reinforcement. Various methodological problems are discussed and recommendations presented to expand the reinforcement-in-testing model. A discussion of the implication of this research for school psychologists is presented.In an early article on the measurement of intelligence, Thorndike (1924) stated that the testing context presupposed that an individual's motivational set was optimum. He also suggested that in scientific testing it was theoretically possible to "arrange a system of incentives such that each person put forth approximately his maximum effort . . ." (p. 228), noting, however, that in actual practice it was difficult to know if a person had shown as much effort as possible. Klugman (1944) first attempted to apply this concept by administering a reward to influence children's performance on an individually administered intelligence test.This review compiles the reinforcement-in-testing literature, provides a framework for analysis of results, and isolates consistent findings that can be applied. This area of research is viewed as one aspect of a larger literature that focuses on conditions of test administration, including rapport and examiner-examinee relationships.An assumption of reinforcement-in-testing researchers is that a subject's performance can be changed by enhancing motivation. A distinction is thus drawn between performance and competence, which leads to questions about the accuracy of test scores and ultimately points to a motivational component as an important aspect of the testing process. This latter issue has been discussed in general by Wechsler (1950Wechsler ( , 1975, but more directly by Zigler and Butter field (1968) and Scarr (1981), who emphasized that an individual's motivational history is an important aspect of testing and should be considered.The issue of using extrinsic sources of motivation as part of the testing process is important, because one goal during the examination process is to maintain an examinee's motivation to perform. It is necessary to know that performance represents ability, so attained scores, which are needed for various purposes in schools, are accurate. The notion of using rewards during testing also challenges what is considered Requests for reprints should be sent to Joseph Fish,

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Locus of control and achievement motivation-critical factors in educational psychology

Cited by 5 publications

References 18 publications

Teachers’ Attributions for Problems that Result in Referral for Psychoeducational Evaluation

Teachers’ Attributions for Problems that Result in Referral for Psychoeducational Evaluation

Management, Motivation and Student-Centered Instruction I: Analytical Framework

Reinforcement in testing: Research with children and adolescents.

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