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Primary and Secondary Control in Achievement Settings: A Longitudinal Field Study of Academic Motivation, Emotions, and Performance 1
Author(s) -
Hall Nathan C.,
Perry Raymond P.,
Ruthig Joelle C.,
Hladkyj Steven,
Chipperfield Judith G.
Publication year - 2006
Publication title -
journal of applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.822
H-Index - 111
eISSN - 1559-1816
pISSN - 0021-9029
DOI - 10.1111/j.0021-9029.2006.00067.x
Subject(s) - psychology , overconfidence effect , regret , pride , affect (linguistics) , control (management) , academic achievement , social psychology , longitudinal field , longitudinal study , developmental psychology , management , mathematics , statistics , communication , machine learning , computer science , political science , law , economics , physics , quantum mechanics , magnetic field
The present research represents an application of Rothbaum et al.'s (1982) dual‐process model of perceived control to adaptation in achievement settings. This eight‐month longitudinal field study examined how primary and secondary control influenced end‐of‐year academic motivation (e.g., voluntary course withdrawal), emotions (e.g., stress, regret, pride), and performance (e.g., cumulative grade point average) in 703 first‐year college students. For successful students, primary control related to better performance, higher motivation, and more positive affect. For unsuccessful students, the combination of primary and secondary control resulted in optimal academic adjustment. Unsuccessful students who rely on primary at the expense of secondary control risk serious long‐term deficits in motivation and performance. These findings are discussed with respect to academic overconfidence and control‐enhancing treatments.