Locus of Control, Academic Achievement, and Follow Through in Appalachia.
The present study explored the development of locus of control in rural Appalachian Follow Through participants and in lower and middle-class comparison groups. The IAR was administered to 249 first-, third-, and sixth-grade children along with standardized achievement tests. Contrary to previous re...
| Publicado en: | Contemporary Educational Psychology Vol. 3; no. 4; pp. 367 - 376 |
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| Formato: | Artículo |
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Academic Press Inc.
Oct1978
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=22411369&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 22411369 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 0361476X CEP jtl: Contemporary Educational Psychology issn: 0361476X maglogo: N pubinfo: dt: Oct1978 vid: 3 iid: 4 pid: 735 pub: Academic Press Inc. artinfo: ui: 22411369 10.1016/0361-476X(78)90039-5 ppf: 367 ppct: 9 formats: tig: atl: Locus of Control, Academic Achievement, and Follow Through in Appalachia. aug: au: Turner, Ralph R. affil: Department of Psychology, West Virginia University, Morgantown, WV 26506. su: Academic achievement Educational tests & measurements Social classes Gender role Socialization Appalachian Region sug: subj: Appalachian Region Academic achievement Educational tests & measurements Social classes Gender role Socialization ab: The present study explored the development of locus of control in rural Appalachian Follow Through participants and in lower and middle-class comparison groups. The IAR was administered to 249 first-, third-, and sixth-grade children along with standardized achievement tests. Contrary to previous research, participation in Follow Through did not enhance internality; no social class differences were revealed. A significant social class by sex interaction was found. Strong support was not found for a developmental trend. The patterns of correlations between locus of control and achievement indicated a stronger relationship for the lower-class samples rather than for the middle-class as has been previously reported. Implications concerning different developmental antecedents in Appalachian homes as a function of sex-role socialization as well as the nature of future intervention research are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1978 holdings: @attributes: islocal: N |
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