What It Takes to Do Well in School and Whether I've Got It: A Process Model of Perceived Control and Children's Engagement and Achievement in School
A new conceptualization of perceived control was used to test a process model describing the contribution of these perceptions to school achievement for students in elementary school ( N = 220) . Three sets of beliefs were distinguished: (a) expectations about whether one can influence success and f...
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| Veröffentlicht in: | Journal of educational psychology 1990-03, Vol.82 (1), p.22-32 |
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| container_title | Journal of educational psychology |
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| creator | Skinner, Ellen A Wellborn, James G Connell, James P |
| description | A new conceptualization of perceived control was used to test a process model describing the contribution of these perceptions to school achievement for students in elementary school
(
N
= 220)
. Three sets of beliefs were distinguished: (a) expectations about whether one can influence success and failure in school (
control beliefs
); (b) expectations about the
strategies
that are effective in producing academic outcomes; and (c) expectations about one's own
capacities
to execute these strategies. Correlational and path analyses were consistent with a process model which predicted that children's perceived control (self-report) influences academic performance (grades and achievement test scores) by promoting or undermining active
engagement
in learning activities (as reported by teachers) and that teachers positively influence children's perceived control by provision of
contingency
and
involvement
(as reported by students). These results have implications for theories of perceived control and also suggest one pathway by which teachers can enhance children's motivation in school. |
| doi_str_mv | 10.1037/0022-0663.82.1.22 |
| format | Article |
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(
N
= 220)
. Three sets of beliefs were distinguished: (a) expectations about whether one can influence success and failure in school (
control beliefs
); (b) expectations about the
strategies
that are effective in producing academic outcomes; and (c) expectations about one's own
capacities
to execute these strategies. Correlational and path analyses were consistent with a process model which predicted that children's perceived control (self-report) influences academic performance (grades and achievement test scores) by promoting or undermining active
engagement
in learning activities (as reported by teachers) and that teachers positively influence children's perceived control by provision of
contingency
and
involvement
(as reported by students). These results have implications for theories of perceived control and also suggest one pathway by which teachers can enhance children's motivation in school.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/0022-0663.82.1.22</identifier><identifier>CODEN: JLEPA5</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Academic Achievement ; Beliefs ; Biological and medical sciences ; Causal Strategies ; Child development ; Developmental psychology ; Educational Theories ; Elementary Education ; Elementary School Students ; Expectation ; Fundamental and applied biological sciences. Psychology ; Human ; Internal External Locus of Control ; Learning Strategies ; Path Analysis ; Perceived Control ; Perceptions ; Process Models ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Self Efficacy ; Student Attitudes ; Student Engagement ; Student Motivation ; Students ; Teacher Role</subject><ispartof>Journal of educational psychology, 1990-03, Vol.82 (1), p.22-32</ispartof><rights>1990 American Psychological Association</rights><rights>1990 INIST-CNRS</rights><rights>Copyright American Psychological Association Mar 1990</rights><rights>1990, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27869,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ442291$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=6819107$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><contributor>Schunk, Dale H</contributor><contributor>Calfee, Robert C</contributor><creatorcontrib>Skinner, Ellen A</creatorcontrib><creatorcontrib>Wellborn, James G</creatorcontrib><creatorcontrib>Connell, James P</creatorcontrib><title>What It Takes to Do Well in School and Whether I've Got It: A Process Model of Perceived Control and Children's Engagement and Achievement in School</title><title>Journal of educational psychology</title><description>A new conceptualization of perceived control was used to test a process model describing the contribution of these perceptions to school achievement for students in elementary school
(
N
= 220)
. Three sets of beliefs were distinguished: (a) expectations about whether one can influence success and failure in school (
control beliefs
); (b) expectations about the
strategies
that are effective in producing academic outcomes; and (c) expectations about one's own
capacities
to execute these strategies. Correlational and path analyses were consistent with a process model which predicted that children's perceived control (self-report) influences academic performance (grades and achievement test scores) by promoting or undermining active
engagement
in learning activities (as reported by teachers) and that teachers positively influence children's perceived control by provision of
contingency
and
involvement
(as reported by students). These results have implications for theories of perceived control and also suggest one pathway by which teachers can enhance children's motivation in school.</description><subject>Academic Achievement</subject><subject>Beliefs</subject><subject>Biological and medical sciences</subject><subject>Causal Strategies</subject><subject>Child development</subject><subject>Developmental psychology</subject><subject>Educational Theories</subject><subject>Elementary Education</subject><subject>Elementary School Students</subject><subject>Expectation</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Internal External Locus of Control</subject><subject>Learning Strategies</subject><subject>Path Analysis</subject><subject>Perceived Control</subject><subject>Perceptions</subject><subject>Process Models</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Self Efficacy</subject><subject>Student Attitudes</subject><subject>Student Engagement</subject><subject>Student Motivation</subject><subject>Students</subject><subject>Teacher Role</subject><issn>0022-0663</issn><issn>1939-2176</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1990</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><recordid>eNp9kF1L5DAUhoO44Oj6AwQvggrCQsdzTvoV72T82FkEL1TmMqSZU6Za2zHpCP57W0aGFda9CuF93ufAK8QBwhhBZWcARBGkqRrnNMYx0ZYYoVY6IszSbTHa5DtiN4QnAFD9ZyTOZwvbyWknH-wzB9m18rKVM65rWTXy3i3atpa2mcvZgrsFezk9fWN50w6Vn-JHaevA-5_vnni8vnqY_I5u726mk4vbyCoNXZTliVJzBM5TKnJdFqWzcZHpLOXCYYEJ6wzJssaiD6ksS0uqSCC3Oi5STtSeOFp7l759XXHozFO78k1_0qQYK4JEZf-DCEEnlOvBdPwdhKQh1gnQoMI15XwbgufSLH31Yv27QTDD2GYY0wxjmpwMGqK-c_JptsHZuvS2cVXYFNMcNcKgPlxj7Cu3Sa_-xDGRxj7-tY7t0ppleHfWd5WrObiV99x0huerv04e_xv-Qn0AzXaeew</recordid><startdate>19900301</startdate><enddate>19900301</enddate><creator>Skinner, Ellen A</creator><creator>Wellborn, James G</creator><creator>Connell, James P</creator><general>American Psychological Association</general><general>American Psychological Association, etc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>EOLOZ</scope><scope>FKUCP</scope><scope>IZSXY</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7RZ</scope><scope>PSYQQ</scope></search><sort><creationdate>19900301</creationdate><title>What It Takes to Do Well in School and Whether I've Got It</title><author>Skinner, Ellen A ; Wellborn, James G ; Connell, James P</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a390t-78533d10e862b89fbfca4b7976ebc1b15e9712ae91b9fb2fffa23b508a94b6e53</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1990</creationdate><topic>Academic Achievement</topic><topic>Beliefs</topic><topic>Biological and medical sciences</topic><topic>Causal Strategies</topic><topic>Child development</topic><topic>Developmental psychology</topic><topic>Educational Theories</topic><topic>Elementary Education</topic><topic>Elementary School Students</topic><topic>Expectation</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Human</topic><topic>Internal External Locus of Control</topic><topic>Learning Strategies</topic><topic>Path Analysis</topic><topic>Perceived Control</topic><topic>Perceptions</topic><topic>Process Models</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Self Efficacy</topic><topic>Student Attitudes</topic><topic>Student Engagement</topic><topic>Student Motivation</topic><topic>Students</topic><topic>Teacher Role</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Skinner, Ellen A</creatorcontrib><creatorcontrib>Wellborn, James G</creatorcontrib><creatorcontrib>Connell, James P</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 01</collection><collection>Periodicals Index Online Segment 04</collection><collection>Periodicals Index Online Segment 30</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - 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Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>Access via APA PsycArticles® (ProQuest)</collection><collection>ProQuest One Psychology</collection><jtitle>Journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Skinner, Ellen A</au><au>Wellborn, James G</au><au>Connell, James P</au><au>Schunk, Dale H</au><au>Calfee, Robert C</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ442291</ericid><atitle>What It Takes to Do Well in School and Whether I've Got It: A Process Model of Perceived Control and Children's Engagement and Achievement in School</atitle><jtitle>Journal of educational psychology</jtitle><date>1990-03-01</date><risdate>1990</risdate><volume>82</volume><issue>1</issue><spage>22</spage><epage>32</epage><pages>22-32</pages><issn>0022-0663</issn><eissn>1939-2176</eissn><coden>JLEPA5</coden><abstract>A new conceptualization of perceived control was used to test a process model describing the contribution of these perceptions to school achievement for students in elementary school
(
N
= 220)
. Three sets of beliefs were distinguished: (a) expectations about whether one can influence success and failure in school (
control beliefs
); (b) expectations about the
strategies
that are effective in producing academic outcomes; and (c) expectations about one's own
capacities
to execute these strategies. Correlational and path analyses were consistent with a process model which predicted that children's perceived control (self-report) influences academic performance (grades and achievement test scores) by promoting or undermining active
engagement
in learning activities (as reported by teachers) and that teachers positively influence children's perceived control by provision of
contingency
and
involvement
(as reported by students). These results have implications for theories of perceived control and also suggest one pathway by which teachers can enhance children's motivation in school.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0663.82.1.22</doi><tpages>11</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0022-0663 |
| ispartof | Journal of educational psychology, 1990-03, Vol.82 (1), p.22-32 |
| issn | 0022-0663 1939-2176 |
| language | eng |
| recordid | cdi_proquest_journals_614320537 |
| source | EBSCOhost APA PsycARTICLES; Periodicals Index Online |
| subjects | Academic Achievement Beliefs Biological and medical sciences Causal Strategies Child development Developmental psychology Educational Theories Elementary Education Elementary School Students Expectation Fundamental and applied biological sciences. Psychology Human Internal External Locus of Control Learning Strategies Path Analysis Perceived Control Perceptions Process Models Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Self Efficacy Student Attitudes Student Engagement Student Motivation Students Teacher Role |
| title | What It Takes to Do Well in School and Whether I've Got It: A Process Model of Perceived Control and Children's Engagement and Achievement in School |
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