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Peer reviewedStipek, Deborah – Contemporary Educational Psychology, 1981
A longitudinal study of first graders found that children had a more internal locus of control, were more optimistic, and scored higher on an effectance motivation measure at the end of first grade than at the beginning but attitudes and self-esteem did not change. Some changes were effected by SES and academic success. (AtuhorRD)
Descriptors: Academic Achievement, Child Development, Grade 1, Learning Motivation
