Relationship between Achievement Locus of Control and Expectancy of Success of Academically Gifted High School Students
Bibliographic Data
| ID | 13649451 |
|---|---|
| Authors | Peggy Douglas (0009-0007-5438-386X, University of Arizona, corresponding author), Stephen Powers (Tucson Unified School District) |
| Year | 1982 |
| Volume | 51 |
| Issue | 3_suppl |
| Pages | 1259-1262 |
| Publication date | 1982-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1982.51.3f.1259 |
| OpenAlex | W2057582916 |
| Language | EN |
| Citations received | 3 |
| References cited | 5 |
The achievement locus of control was investigated in 66 academically gifted high school students. Subjects were administered Lefcourt's Multidimensional-Multiattributional Causality Scale. Data suggest a pattern of attributions in which effort was ranked higher than ability, context, or luck. Subjects were more internal than external. Stable attributions were not clearly different from unstable attributions. Confidence was correlated .45 with grade expected. Students with greater confidence tended to attribute academic success less to ability (—.34). Expectancy of success was correlated A6 with internality, a dimension of causality, and not with the two dimensions of stability. This supported the social learning theory of the relationship between change in expectancy and causality
Academic achievement · Attribution · Causality (physics · Context (archaeology · Developmental psychology · Expectancy theory · Locus of control · Luck · Social environment · Academic and Historical Perspectives in Psychology · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Social Psychology
| Citations per year | 0.07 |
|---|---|
| Citation span | 1983 - 1996 (14) |
| Highly cited | No |