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ACHIEVEMENT PERFORMANCE OF INTERNALLY AND EXTERNALLY ORIENTED BLACK AND WHITE HIGH SCHOOL STUDENTS UNDER CONDITIONS OF COMPETITION AND CO‐OPERATION EXPECTANCIES *
Author(s) -
FRY P. S.,
COE K. J.
Publication year - 1980
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1980.tb02441.x
Subject(s) - psychology , developmental psychology , race (biology) , locus of control , social psychology , white (mutation) , competition (biology) , academic achievement , gender studies , sociology , ecology , biochemistry , chemistry , biology , gene
S ummary . In order to test the hypothesis that factors of racial differences may mediate the locus of control‐achievement relationship, high school students were asked to co‐operate with or compete against partners of within‐race or opposite race. As hypothesised, the achievement behaviour of internally oriented black students was more influenced by the race of the interactor and the competitive‐co‐operative expectancies in the task than that of the white students. While the achievement performance of internally oriented blacks improved more than did the achievement of external blacks, internal blacks increased their performance most when competing against whites or when co‐operating with other blacks. The findings have implications for classroom practice and achievement performance, especially in schools that have desegregated multiracial programmes.