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Perceived Personal Control and Academic Achievement
Deborah J. Stipek
University of California, Los Angeles
John R. Weisz
University of North Carolina, Chapel Hill
Abstract
Perceived control of events is one motivational variable that appears to affect children’s academic achievement. In this review the conceptualization and measurement of the control dimension is discussed from three theoretical perspectives: social learning theory, attribution theory, and intrinsic motivation theories. For each of these three perspectives evidence on the relationship between achievement and perceptions of control is summarized, and possible explanations for the relationship are discussed. Throughout this review similarities and differences among these orientations are pointed out. Specific recommendations are made for research which will advance our understanding of this relationship and which will provide the most useful information to educators.
Review of Educational Research, Vol. 51, No. 1,
101-137 (1981)
DOI: 10.3102/00346543051001101
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