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SELF‐DETERMINED PERFORMANCE STANDARDS AND LOCUS OF CONTROL BELIEFS IN CHILDREN'S ACADEMIC PERFORMANCE
Author(s) -
BARLING J.
Publication year - 1982
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.2044-8279.1982.tb02507.x
Subject(s) - psychology , locus of control , multivariate analysis of variance , univariate , developmental psychology , self control , academic achievement , social psychology , multivariate statistics , statistics , mathematics
S ummary . To assess the role of self‐determined performance standards (stringent versus lenient) and locus of control (LOC) beliefs (self versus external) on children's self‐regulation of academic behaviour, measures of arithmetic and verbal persistence and accuracy were obtained from 32 children of average IQ (mean age = 9.84 years). An orthogonal 2 × 2 (performance standards × LOC) MANOVA revealed a significant interaction. Subsequent univariate ANOVAs showed that this result pertained only to the two verbal measures: when children had an internal LOC, it was immaterial whether they self‐determined stringent or lenient performance standards. However, stringent standards were more important for children with an external orientation. These results point to the possibility that the effects of self‐regulation are task specific, and indicate the importance of viewing effective academic performance as a function of both motivation and skill.