The influences of locus of control, awareness of control and metacognition on the use and transfer of a trained strategy were examined. Specifically, it was hypothesized that internal locus of control would be associated with more strategic performance, and that those children who were able to both accurately assess their performance with and…

The interrelationships among motivational variables drawn from locus of control (LOC) theory and attribution theory, combined with measures of school achievement were measures of school achievement were investigated. Motivational instruments were administered to intermediate grade students and achievement data were extracted from existing school…

When elementary students' perceptions of the pupil control orientation of the school were compared with aspects of self-concept as a learner, all subtests of the Self-Concept as a Learner Scale were significantly correlated with the school's pupil control orientation. The sample comprised teachers and students in 35 midwestern elementary schools.…

Continuing motivation has been defined as an individual's willingness to return to a task or task area at a subsequent time, in similar or varying circumstances, without visible external pressure to do so, and when other behavior alternatives are available. In the current study, path models from Weiner's theory of motivation were developed to…

Investigated the relationships between student locus of control and academic achievement in grades five through eight. The Nowicki-Strickland Locus of Control Scale (NSLOCS) was used to measure motivation, and the Iowa Tests of Basic Skills (ITBS) to assess academic achievement. Results indicated moderate inverse relationships between level of…

Existing classroom data were used in a preliminary test of a theoretical model of student academic motivation. Expected relationships among verbal ability, internality, self-esteem, and success were found, along with evidence that class grouping may alter them. Problems encountered using existing research for other purposes are described.…

A meta analysis of research on children's attributions for success and failure was conducted to test the adequacy of the egotistic bias hypothesis for children in grades one to seven. Results supported the egotism hypothesis and indicated that both question wording and research context are important determinants of children's attributions.…

Given a consistent interaction of student locus of attribution and mode of teacher response, the study sought to determine whether attribution levels could be changed for 69 elementary grade learning disabled students and poor readers. The results indicate that difficulty is encountered in trying to change students' attributions, (Author/SEW)

Examines the effects of using LOGO, or problem-solving- oriented simulation software on locus of control, self-esteem, and achievement motivation for fifth-grade students. The importance of these variables in predicting LOGO mastery and far-transfer problem-solving ability was also examined. (Author)

Instructional systems for bilingual children are extraordinarily under the teachers' control. The role teachers actualize and the classroom practices they engage in are determined by the teachers' work-orientations and incentive systems. Work-orientations and incentive systems are fundamental in the resolution of schooling dilemmas, i.e., control,…

This study examined whether pupils' causal attribution tendencies could be influenced by teachers' attributions of their performance. In addition, the relationship between pupils' causal attributions and their school anxiety was studied. Based on Weiner's (1979) taxonomy of attributions that distinguishes between external versus internal and…

Examined implications of research on locus of control and achievement motivation. It is suggested that locus of control and achievement motivation influence ways in which a child approaches school-related tasks, interprets outcomes of tasks, selects tasks, and persists in activities. (Author)

Studied academic motivational orientation in 410 Greek elementary and junior high school students. Findings show student preference for challenge and intrinsic interest in the subject material, a positive relationship between academic intrinsic motivation and self-perception of scholastic competence, and additive effects of academic motivation and…

The attributions of third and sixth graders with low and high reading achievement were assessed in two reading situations. Major findings were: (1) sixth graders' locus of control scores varied across situations while third graders did not; (2) two causes--studying and paying attention--were particularly salient; and (3) age and achievement…

Examines gender differences between 60 male and 67 female third graders concerning motivational orientation for correlation with incidence of depression. Results indicate that females were more often extrinsically motivated and more often depressed than males. Males were intrinsically motivated and had fewer incidents of depression than females.…