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| Intermediate Grades | 3 |
| Locus of Control | 3 |
| Academic Achievement | 1 |
| Academic Failure | 1 |
| Academic Persistence | 1 |
| Academically Gifted | 1 |
| Adolescents | 1 |
| Anxiety | 1 |
| Attribution Theory | 1 |
| Burnout | 1 |
| Classroom Environment | 1 |
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| Psychology in the Schools | 3 |
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| Journal Articles | 3 |
| Reports - Research | 3 |
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Peer reviewedCooley, Eric; And Others – Psychology in the Schools, 1994
Attributional style and academic persistence were assessed in 72 fifth graders. Findings revealed that attributional style predicted teacher-rated persistence but did not predict any of the behavioral persistence measures. Results suggest that students' self-reported attributional styles are related to teacher judgments of persistence. (Author/NB)
Descriptors: Academic Achievement, Academic Failure, Academic Persistence, Attribution Theory
Peer reviewedThomas, Amanda McCombs; And Others – Psychology in the Schools, 1992
Examined effects of retention in kindergarten and first grade. Compared 31 retained students to 31 nonretained students with similar grades on grade point average in second through fifth grades and teacher-assessed social competence, cognitive competence, externalizing problems, internalizing problems. Retention, not associated with long-term…
Descriptors: Cognitive Ability, Grade 1, Grade Repetition, Intermediate Grades
Peer reviewedFimian, Michael J. – Psychology in the Schools, 1988
Assessed classroom stress and burnout experienced by 121 gifted and talented students, ages 10-15, in combination with background, personal, and general anxiety and stress variables. Found poor self-esteem, an externalized locus of control, high levels of state and trait anxiety, poor school life quality, and tedium proved to be significant…
Descriptors: Academically Gifted, Adolescents, Anxiety, Burnout
