Perceived Personal Control and Academic Achievement

Abstract

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.

Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients

“…Through Academic Choice, teachers provide students with opportunities to plan, enact, and reflect on the process and content of academic work they have chosen. Such autonomy promoting classroom structures have been associated with student motivation and achievement (Stipek & Weisz, 1981).…”

The Effects of Social Service Contact on Teenagers in England

“…Internal locus of control, therefore, acts as a mediating psychosocial resource. It is associated with higher levels of academic achievement (Crandall, Katkovsky, & Crandall, 1965;Stipek & Weisz, 1981), better mental health, and greater resilience in the face of adversity (Howard, Dryden, & Johnson, 1999). In the LSYPE young people are asked to what extent they agree with the statements: 'Even if I do well at school, I will have a hard time getting a good job'; 'People like me don't have much of a chance in life'; and 'How well you get on in this world is mostly a matter of luck'.…”

The effects of Iranian EFL learners' locus of control (external vs. internal) on their test anxiety and test scores

“…Students' sense of control over their academic performance is one of the most important factors to take into consideration when working towards improving academic achievement (Stipek & Weisz, 1981). Coleman, Campbell, Hobson, McPartland, Mood, Weinfeld et al (1966) and Lynch, Hurford, and Cole (2002) reported that locus of control was a significantly better predictor of grades in contrast to standardized achievement test scores.…”