TU Darmstadt / ULB / TUbiblio

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

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 Frage zum Eintrag

Optionen (nur für Redakteure)
Redaktionelle Details anzeigen Redaktionelle Details anzeigen