This article examined relations among classroom activities, students' momentary control- and value-related appraisals, and students' state emotions in high school science classrooms. Throughout 10 days of instruction, high school students (N = 244) reported their state emotions and task-specific control- and value-related appraisals during science…

Forty fourth, fifth, and sixth graders were subjects of a study to investigate changes in locus of control orientations resulting from training in self-regulating procedures. Both external and self-regulating procedures were effective in increasing internal expectancies. Self- regulating procedures decreased disruptive behaviors and, to an extent,…

A typology of teacher personality based on orientation toward classroom processes, locus of control, and belief systems can be used in individualizing teacher training. (Editor)

A scale designed to measure teachers' generalized expectations for internal-external control over student success and failure in the classroom is described. Validation studies indicated that the scale predicted teachers' behaviors in the classroom, including their willingness to adopt new instructional techniques. (Author/JN)

An investigation of the relationships among teacher locus of control, teacher behavior, student behavior, and student academic achievement revealed that teachers with internal locus of control tended to have higher achieving classes, although the relationships among the variables are not clear-cut. (CJ)

The effectiveness of competition as a motivational tool for enhancing classroom performance appears to be mediated by individual differences in cognitive style. (JD)

Using actual student referral records, researchers investigated: (1) why teachers referred students for psychoeducational evaluation; (2) causes to which they attributed students' difficulties; and (3) whether causes were related to reasons for referral. Teachers attributed 97 percent of the students' difficulties to factors outside the school.…

Reports a study that investigated how locus of control in 588 of Hong Kong's secondary teachers related to multiple aspects of job attitudes and perceptions of school characteristics. Survey data suggested locus of control was a powerful indicator of teachers' job attitudes and organizational perceptions. (SM)

Existing classroom data were used in a preliminary test of a theoretical model of student academic motivation. Expected relationships among verbal ability, internality, self-esteem, and success were found, along with evidence that class grouping may alter them. Problems encountered using existing research for other purposes are described.…

A study explored the effects of classroom feedback and evaluation structure on students' attributional tendencies. Results suggest that the classroom feedback and evaluation system affect students' causal explanations of failure and success. (Author/CJ)

A study was done in which preservice education teachers were randomly assigned to a group approach to human relations training, a traditional approach, or a control group. The group approach was designed to develop group cohesiveness. Both group and traditional approaches had greater scores on empathic responding than the control group had. (JN)

The effects of a modified mastery learning system on achievement in an individualized high school physical science course are examined. Results indicate that a medium performance standard was superior to both high and low standards for promoting achievement in both difficult and easily learned materials. (JN)

Study determined whether student teachers' self-talk differentially related to personality characteristics of locus of control and self-esteem. Subjects (n=69) recorded self-talk and completed personality assessments. They mainly engaged in negative, child-oriented, external self-talk. Those with high self-esteem and internal locus of control used…

Differences in attitudes toward algebra and general mathematics among ninth-grade students were measured to determine both individual personality variables and attitudes toward the learning environment. Students in the upper and lower tracks shared many personal attitudes, but differed in their views of classroom adequacy. (Authors/PP)

Teacher personal control was investigated by comparing the responses of teacher trainees with those of practicing teachers. The responses of teachers with more than five years experience indicated a significantly higher sense of personal control than either teacher trainees or teachers with less than five years experience. (Author/JN)