Research has found students' epistemic beliefs to predict their achievement goal orientations. Much of this research emerged from the dimensional approach of epistemic beliefs, which hypothesized a relationship between particular independent dimensions of epistemic beliefs with different achievement goals. Research in this approach has primarily…

Research on teacher survival rates during the first three years of the teaching experience indicate that scores on preadmission interviews are a useful predictor of survival in the early teaching years. (MJB)

Student self-pacing in a college-level, individualized political science course resulted in a significantly higher rate of student withdrawal as compared to the same course with instructor-pacing, a fact that the authors found attributable to failure to maintain a steady quiz-taking pace and to poor performance on quizzes. (MJB)

The article describes a research design which found that children who were induced to think positively (happy thoughts) by an experimenter rewarded themselves with more available money than with children who had been induced to feel negatively (sad thoughts) and children in a control group. (CD)

To examine gender differences in attributions for success and failure across subject areas, the Survey of Achievement Responsibility (SOAR) was administered to 165 girls and 160 boys in grades 4 through 12. The SOAR assesses attributions for success and failure in language arts and mathematics/science. Results are presented. (Author/MT)

Results from an experimental study involving 120 third, seventh, and eleventh grade parochial school girls showed that for third-grade females, short-term failure experiences are relatively transitory; however for females around the age of adolescence, helplessness and egotism appear to undertake a significant role in influencing behavior. (IAH)

Contrary to prediction, failure feedback increased the performance of all fifth graders involved in this study, whether they had scored high or low on a locus of control measure. (Ed./JD)

Socially disadvantaged children who were tutored on a one-to-one basis twice a week did not show any significant achievement gain over nontutored children, although data from tutors, parents, children, and teachers indicate that the tutoring should have had an impact. (CJ)

Relationships between teachers' (N=740) psychological condition (burned-out, worn-out, or healthy) and their affective reactions to student success or failure were examined. Findings indicated that affects of anger, guilt, pride, and disappointment varied with and could be predicted from knowledge of teachers' psychological conditions. (IAH)