LOCUS OF CONTROL AND ACADEMIC ACHIEVEMENT: INTEGRATING SOCIAL LEARNING THEORY AND EXPECTANCY-VALUE THEORY

The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a nationally-representative longitudinal database tracking 12,144 students over twelve years from 8th grade forward. Models for math achievement and college graduation were tested through structural equation modeling. Consistent with earlier research, previous math achievement predicted both outcomes. Performance expectancies and task-specific self-concept respectively predicted math achievement and college graduation, although the contribution of task-specific self-concept was smaller than shown in previous research. The social learning theory concept of behavior potential was found to be a predictor of college graduation but not math achievement. Limitations and implications are discussed, with a focus on future research questions.

Grantor dc:publisher

Temple University. Libraries

Year dc:date.issued

2012

Author dc:creator

• Youse, Keith

Advisor dc:contributor.advisor

• Farley, Frank

Committee members dc:contributor.committeemember

• DuCette, Joseph P.
• Fiorello, Catherine A.
• Rotheram-Fuller, Erin
• Stahler, Gerald
• Smarkola, Claudia

• Psychology

Statement dc:rights

• IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

eng

Dc Identifier Other

864885423

OAI identifier oai:identifier

oai:scholarshare.temple.edu:20.500.12613/3902