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Individual differences and the development of perceived control

E A Skinner1, M J Zimmer-Gembeck, J P Connell

  • 1Psychology Department, Portland State University, OR 97207-0751, USA. Ellen@ch1.ch.pdx.edu

Monographs of the Society for Research in Child Development
|December 5, 1998
PubMed
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Children’s sense of control impacts academic achievement, and school performance shapes their control beliefs. Supportive teachers foster positive cycles, while unsupportive ones can lead to disengagement and lower achievement.

Area of Science:

  • Developmental psychology
  • Educational psychology
  • Child development

Background:

  • Children's perceived control significantly influences academic achievement.
  • Children's academic performance, in turn, affects their sense of control.
  • Age-related changes occur in how children regulate and interpret control experiences.

Purpose of the Study:

  • Examine age differences in children's beliefs-performance cycles.
  • Investigate the impact of these cycles on perceived control and classroom engagement.
  • Track development from third to seventh grade.

Main Methods:

  • Longitudinal study of approximately 1,600 children over 3 school years.
  • Collected data on perceived control, teacher interactions, classroom engagement, grades, and achievement tests.

Related Experiment Videos

  • Utilized hierarchical linear modeling for individual differences and growth curves.

    • Main Results:

    • Supportive teacher interactions fostered optimal control beliefs, leading to higher engagement and academic performance.
    • Unsupportive teacher interactions were linked to external control beliefs, disaffection, and lower achievement.
    • Control beliefs shifted from effort to ability, and performance feedback became more focused on ability with age.

    Conclusions:

    • Beliefs-performance cycles are crucial for children's academic and engagement development.
    • Developmental changes in control beliefs and feedback loops are evident from third to seventh grade.
    • Transition to middle school may disrupt engagement due to changes in perceived control and teacher support.