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Effects of Student Control and Choice on Engagement in a CAI Arithmetic Task in a Low-Income School
Peer reviewed Peer reviewed
Fisher, Maurice D.; And Others – Journal of Educational Psychology, 1975
Focused on the effects of difficulty level and choice of difficulty level on the engagement of students working CAI (computer-assisted instruction) math problems, possible patterns of student choices, and the relationship of locus of control measures to choice of difficulty levels. (Author/BJG)
Descriptors: Arithmetic, Computer Assisted Instruction, Difficulty Level, Intermediate Grades
Causal Attributions and Perceived Performance: Consequences for College Students' Achievement and Perceived Control in Different Instructional Conditions.
Peer reviewed Peer reviewed
Perry, Raymond P.; Magnusson, Jamie-Lynn – Journal of Educational Psychology, 1989
Three causal attributions--ability, effort, and test difficulty--were examined for 223 University of Manitoba (Canada) students in relation to perceived performance and the quality of instruction. When instruction was good, causal attributions produced less variability in achievement and control. Implications for teaching are discussed. (SLD)
Descriptors: Academic Ability, Academic Achievement, Attribution Theory, Behavior Theories