Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
International Journal of Behavioral Development
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Web of Science (7)
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Musher-Eizenman, D. R.
Right arrow Articles by Schmitz, B.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Perceived control and academic performance: A comparison of high- and low-performing children on within-person change patterns

Dara R. Musher-Eizenman

Bowling Green State University, OH, USA

John R. Nesselroade

University of Virginia, Charlottesville, VA, USA

Bernhard Schmitz

Darmstadt University, Germany

Children with high expectations of control do better in school than their peers with low perceived control. This finding is based largely on cross-sectional research and longitudinal research with long time intervals. Little attention has been paid to short-term, within-child variability in this important construct. Information about intraindividual change in perceived control, behaviour, and performance is critical to determining the processes by which the link between perception and outcome is affected. In this study, short-term variability in children’s perceived control, perception of task demands, and school performance was assessed and the concurrent and lagged relationships among these variables were considered. High-achieving and low-achieving children were compared. Results of dynamic factor models suggested that both the concurrent and lagged relationships among these variables are stronger and better organised for the high-achieving children. Implications for perceived control theory are discussed.

International Journal of Behavioral Development, Vol. 26, No. 6, 540-547 (2002)
DOI: 10.1080/01650250143000517
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?