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
Article, Bibliographie
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. ; Skinner, E. A. |
| Type of entry: | Bibliographie |
| Title: | Perceived control, effort, and academic performance: Interindividual, intraindividual, and multivariate time series analyses |
| Language: | English |
| Date: | 1993 |
| Journal or Publication Title: | Journal of Personality and Social Psychology |
| Volume of the journal: | 64 |
| 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. |
| Additional Information: | Impact Factor: 5.21 |
| Divisions: | 03 Department of Human Sciences > Institute for Psychology 03 Department of Human Sciences |
| Date Deposited: | 21 Feb 2012 14:55 |
| Last Modified: | 05 Mar 2013 09:58 |
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