Schmitz, B. ; Skinner, E. A. (1993)
Perceived control, effort, and academic performance:
Interindividual, intraindividual, and multivariate time series analyses.
In: Journal of Personality and Social Psychology, 64
Artikel, Bibliographie
Kurzbeschreibung (Abstract)
A naturalistic study tested a model depicting how perceived control functions to regulate and interpret children's cognitive performances. Data, collected daily in the classroom over 4 mo, were organized around children's cognitive performances (graded assignments). For each homework and test, children provided information about effort, performance, attributions (effort, ability, concentration/help, task difficulty, and unknown causes), and expected control. The data formed a sequence of beliefs–performance–beliefs "loops" for each child. Although data at the interindividual level were consistent with the model, intraindividual data revised each link; furthermore, exploratory multivariate time-series analyses suggested that different models may best fit single Ss. Intraindividual implications included adding mediators to the model and designing interventions to fit individual children.
| Typ des Eintrags: | Artikel |
|---|---|
| Erschienen: | 1993 |
| Autor(en): | Schmitz, B. ; Skinner, E. A. |
| Art des Eintrags: | Bibliographie |
| Titel: | Perceived control, effort, and academic performance: Interindividual, intraindividual, and multivariate time series analyses |
| Sprache: | Englisch |
| Publikationsjahr: | 1993 |
| Titel der Zeitschrift, Zeitung oder Schriftenreihe: | Journal of Personality and Social Psychology |
| Jahrgang/Volume einer Zeitschrift: | 64 |
| Kurzbeschreibung (Abstract): | A naturalistic study tested a model depicting how perceived control functions to regulate and interpret children's cognitive performances. Data, collected daily in the classroom over 4 mo, were organized around children's cognitive performances (graded assignments). For each homework and test, children provided information about effort, performance, attributions (effort, ability, concentration/help, task difficulty, and unknown causes), and expected control. The data formed a sequence of beliefs–performance–beliefs "loops" for each child. Although data at the interindividual level were consistent with the model, intraindividual data revised each link; furthermore, exploratory multivariate time-series analyses suggested that different models may best fit single Ss. Intraindividual implications included adding mediators to the model and designing interventions to fit individual children. |
| Zusätzliche Informationen: | Impact Factor: 5.21 |
| Fachbereich(e)/-gebiet(e): | 03 Fachbereich Humanwissenschaften > Institut für Psychologie 03 Fachbereich Humanwissenschaften |
| Hinterlegungsdatum: | 21 Feb 2012 14:55 |
| Letzte Änderung: | 05 Mär 2013 09:58 |
| PPN: | |
| Export: | |
| Suche nach Titel in: | TUfind oder in Google |
 |
Frage zum Eintrag |
Optionen (nur für Redakteure)
 |
Redaktionelle Details anzeigen |
Drucken
Impressum