One of the strongest predictors of children's school performance are individual differences in perceived control: those beliefs about how effective the self can be in producing desired outcomes. Drawing perspectives from both developmental and individual differences research, this longitudinal study documents the cycles in which children who develop optimal profiles of control are more actively engaged and have better academic success, (or in contrast, how children may doubt their capacities, experience lower scholastic achievement, and believe in the power of luck or unknown forces.) Further, the results show how these cycles may change with age, and suggest ways to improve children's perceived control.
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The primary contribution of this Monograph is the description of individual differences in developmental trajectories of children's control and engagement in the classroom from the beginning of the third to the end of the seventh grade and the examination of systematic predictors of different trajectories.
--This text refers to an out of print or unavailable edition of this title.
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