Prediction of academic success at postsecondary institutions is an enduring issue for educational psychology. Traditional measures of high-school grade point average and high-stakes entrance examinations are valid predictors, especially of 1st-year college grades, yet a large amount of individual-differences variance remains unaccounted for.…

A study of 805 4th through 7th graders used a model of motivational development to guide the investigation of the internal dynamics of 4 indicators of behavioral and emotional engagement and disaffection and the facilitative effects of teacher support and 3 student self-perceptions (competence, autonomy, and relatedness) on changes in these…

Examines the relationship among self-concept, self-efficacy, and performance in mathematics among 416 high school students. Confirmatory factor analyses supported the existence of two self-concept components--a competency component and an affective component. Self-efficacy items and the competency items of self-concept also loaded on a single…

Fifth-grade boys solved sets of achievement-related puzzles, working in pairs in which one succeeded and one failed. Results showed the reward structure of the performance setting was an important determinant of self and interpersonal evaluations. Competitive conditions caused self-punitive behavior for failure outcomes and some ego-enhancing…

Children prerated paired-associate nouns for likability and then learned them. The relationship between childrens' self concept and learning of affectively assessed verbal material was examined. Results indicate that learning along an affective dimension of meaningfulness can be influenced by personality-related variables such as self-concept.…

College students predicted the situations which would produce the greatest affective result: academic success or failure, as caused by ability or by effort. Attributions to ability generated as much happiness, but less pride, in the case of success; and more unhappiness, but less shame, in the case of failure. (Author/GDC)

Fifth-grade children prerated both abstract and concrete nouns for likability, and paired-associate lists were constructed by pairing nouns. High self-concept children learned liked noun pairs more efficiently than disliked pairs, while the low self-concept children learned disliked noun pairs more readily. These self-concept patterns were most…

Apparently positive behaviors, such as praise, help-giving and pity, may indicate low estimation of ability to the student, and blame, relative neglect, and anger may be perceived by the recipient as high estimations of ability. These behaviors influence recipient self-perception and determine expectations, affective reactions and performance.…

Undergraduates rated their affective reactions to hypothetical test failures under conditions of high or low effort and in the presence or absence of self-servicing excuses. Then, in the role of teachers, they administered punishment to hypothetical students under the same failure conditions. Results were interpreted using self-worth theory.…

Aggressive Troublemaker and Victim factors were related to three components of self concept based on the large, nationally representative National Education Longitudinal Study of 1988 database. At the 8th, 10th, and 12th grade levels, Troublemaker and Victim constructs were reasonably stable over time and moderately positively correlated (many…

An interactionism framework was used to examine relations between children's affective characteristics, intellectual ability, and personality in different perceived school environments. Over 500 12-year-old Australian children were studied and possible linear, curvilinear, and interaction associations among the variables were investigated.…

Undergraduates rated their affective reactions to hypothetical test performances under four success conditions. Then, in the role of teachers, they administered rewards to hypothetical students under identical conditions. Both positive self-evaluation and teacher praise were greatest when success followed effort. Perceptions of ability also…

Self-determination theory and a motivational model of engagement were used to determine the impact of perceived competence and autonomy on engagement and performance in 77 third and fourth graders identified as above average in ability. Children who felt less competent or less autonomous reported more negative affect and withdrawal. (SLD)