Gender differences in the academic locus of control beliefs of young children

Datos Bibliográficos

ID6205023
AutoresHelen Cooper (0000-0002-0249-7255, autor de correspondencia), Harris M Cooper, Jerry M Burger, Thomas L Good
Año1981
Volumen40
Número3
Páginas562-572
Fecha de publicación1981-03-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Personality and Social Psychology (JOURNAL)
Identificadores de la revistaISSN: 0022-3514 • E-ISSN: 1939-1315
EditorialAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037//0022-3514.40.3.562
OpenAlexW4241080850
IdiomaEN
Citas recibidas10
Referencias citadas21

A statistical combination was conducted on past research examining gender differences in the locus of control beliefs of elementary school children. The review revealed that females tend to score more internally than males in totaland failure-outcome locus of control, as measured by the Intellectual Achievement Responsibility (IAR) Scale. A new administration of the IAR (N » 425) revealed significantly more female internality for both success and failure outcomes—but only at the end of the school year. Also, females cited effort as the cause of success more often than males. These results are at odds with those found in studies that manipulated success and failure events. Possible reasons for the reversal are discussed. The results suggest (a) greater female internality exists in elementary school, but the gender difference is small; (b) the roots of lesser female adult achievement behavior may not be found in elementary school belief systems; and (c) it may be improper to conclude that young females express a helplessness pattern of attributions with regard to the achievement domain

Developmental psychology · Locus of control · Early Childhood Education and Development · Education and Critical Thinking Development · Education, Achievement, and Giftedness · Psychology · Social Psychology · Teacher Professional Development and Motivation · Youth Development and Social Support