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Perceived control, effort, and academic performance: Interindividual, intraindividual, and multivariate time series analyses

Schmitz, B. and Skinner, E. A. :
Perceived control, effort, and academic performance: Interindividual, intraindividual, and multivariate time series analyses.
In: Journal of Personality and Social Psychology, 64 pp. 1010-1028.
[Article] , (1993)

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.

Item Type: Article
Erschienen: 1993
Creators: Schmitz, B. and Skinner, E. A.
Title: Perceived control, effort, and academic performance: Interindividual, intraindividual, and multivariate time series analyses
Language: English
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.

Journal or Publication Title: Journal of Personality and Social Psychology
Volume: 64
Divisions: 03 Department Human Sciences > Institute for Psychology
03 Department Human Sciences
Date Deposited: 21 Feb 2012 14:55
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