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Peer reviewedMesser, Stanley B. – Child Development, 1972
Boys who took credit for their academic successes and girls who accepted blame for their failures were those most likely to have higher grades and higher achievement test scores. (Author)
Descriptors: Academic Achievement, Conceptual Tempo, Data Analysis, Grade 4
Peer reviewedStephens, Mark W.; Delys, Pamela – Child Development, 1973
Internal-external control (IE) expectancies of disadvantaged Head Start children were compared with those of middle class children in one Montessori and two parent cooperative nursery schools using the Stephens-Delys Reinforcement Contingency Interview IE measure. Middle class groups had significantly higher internal control scores than Head Start…
Descriptors: Disadvantaged Youth, Expectation, Locus of Control, Nursery Schools
Peer reviewedCrandall, Virginia C.; Lacey, Beth W. – Child Development, 1972
Study designed to reveal some of the intermediate skills which might account for the superior academic performance of children who perceive their reinforcements in those situations as caused by their own behavior (internal control). (Authors)
Descriptors: Elementary School Students, Locus of Control, Measurement Instruments, Performance Factors
Peer reviewedFelker, Donald W.; Thomas, Susan Bahlke – Child Development, 1971
Four hypotheses were derived from the proposition that positive self-concept is due partly to an ability to utilize self-initiated verbal reinforcement. (Authors)
Descriptors: Behavioral Science Research, Correlation, Hypothesis Testing, Locus of Control
Peer reviewedBar-Tal, Daniel; Darom, Efraim – Child Development, 1979
Using an open-ended questionnaire, 236 fifth- and sixth-grade pupils attributed their success or failure on a test given in their classroom to eight different causes. Results indicated that the pupils tended to attribute success mainly to external causes and failure mainly to internal causes. (JMB)
Descriptors: Attribution Theory, Elementary Education, Elementary School Students, Failure
Peer reviewedGordon, Donald A.; And Others – Child Development, 1977
Descriptors: Academic Achievement, Age Differences, Attribution Theory, Elementary School Students
Peer reviewedKagan, Spencer; Ender, Philip B. – Child Development, 1975
This experiment was primarily designed to investigate the preferred reinforcement patterns of urban Anglo-Americans, urban Mexican-Americans, and rural Mexicans. Subjects were 48 mother-child pairs, equally divided by culture and child's sex. (Author/CS)
Descriptors: Anglo Americans, Cultural Differences, Locus of Control, Mexican Americans
Peer reviewedRuble, Diane N.; Nakamura, Charles Y. – Child Development, 1973
This study examined variables related to problem-solving approaches of young children, using the theoretical framework provided by Zigler and collaborators in their work on outerdirectedness. Four aspects of outerdirectedness were examined: developmental trends, different types of reinforcement, task difficulty, and pride in accomplishment. (ST)
Descriptors: Age Differences, Child Development, Elementary School Students, Expectation
Peer reviewedSandstrom, Marlene Jacobs; Coie, John D. – Child Development, 1999
This study examined factors associated with relative stability of peer rejection among elementary school-aged children. Results of prospective and retrospective analyses suggested that perceived social status, participation in extracurricular activities, locus of control, and parental monitoring were all positively related to status improvement…
Descriptors: Child Rearing, Children, Elementary School Students, Extracurricular Activities
