Compared attributions of success and failure in achievement tasks of White and Asian American children. Found that Whites took personal credit for success and attributed failure to luck, while Asians attributed success to luck and took personal responsibility for failure. Discussed attributional patterns in terms of socialization. (Author/MK)

Reviews research on the theory of internal-external (IE) control expectancies over the past 30 years. Relates the IE to the following current attributions and personal styles: (1) perceived control; (2) helplessness; and (3) optimism, particularly in regard to health. (FMW)

A study examined the relationship between change in daycare children's classroom behavior and the teacher's socialization behavior. Various behaviors of 69 children in 24 classrooms were observed and coded in the fall and spring of the school year. Observers coded teacher behavior according to the Caregiver Interaction Scale, which assesses…

Compares locus of control in 65 male and 77 female U.S. college students and 35 male and 78 female Swedish gymnasium students. Swedes are not necessarily more external than are U.S. students, although Swedish women described themselves as having more external locus of control than Swedish men and U.S. students. (SLD)

Uses a synthetic family strategy to demonstrate the operation of caregiving transactions with children judged either "difficult" or "easy." A total of 96 elementay-age boys were paired with unrelated mothers for videotaped interactions. Results focused on socially competent child behavior patterns. (CI)

This report reviews the literature on learning theories and frameworks applicable to instruction of undergraduate college students. An introductory section provides an overview and discusses the importance of learning frameworks. The first half of the volume addresses various theoretical frameworks in detail. These include: motivation theories,…

This Digest of a larger report with the same title examines the application of learning theory to the quality of learning in undergraduate college classrooms. Relevant theories are identified, including theories which address college students' attributions for success or failure, self-efficacy, social constructivism, conscientization, multiple…

Recounts an experiment where two groups of college students composed questions for a simulated quiz show and then answered each other's questions. They then answered questions comparing their performance with other groups. Proposes a social norm rather than attribution error explanation for the fact that groups consistently will underestimate…