Master's Theses

Department

Advanced Education Programs

Degree Name

Education Specialist (Ed.S)

Abstract

The present study examines the relation of personally held beliefs and personal characteristics on academic achievement in fifth grade students. Self-determination, perceived competence in math, and orientation of causality were the personal characteristics studied. Perceived competence is similar to the construct of self-efficacy. Additionally, orientation of causality is based on the construct of locus of control. These personal beliefs were expected to be influenced by personal characteristics. i.e., ethnicity, level of acculturation, socioeconomic status, and gender. Males reported higher control orientation of causality scores than females. Participants who are not Hispanic reported higher autonomy orientation of causality than participants who are Hispanic. Participants who reported higher socioeconomic status scored significantly higher on the math assessment than students who reported lower socioeconomic status. Self-determination was found to be positively correlated with perceived competence, autonomy orientation of causality, and control orientation of causality. The multiple regression model was found to be significant, with perceived competence in math and impersonal orientation of causality predicting academic achievement. Further research opportunities are needed to determine the relation of these constructs at various ages in different academic areas. Self-determination curriculum should be evaluated for effectiveness. Longitudinal studies could provide insight into the development of these constructs.

Keywords

Self-perception, Academic achievement, School Psychology, Primary education, Locus of control, Analysis, Kansas

Advisor

Dr. Carol L. Patrick

Date of Award

Summer 2009

Document Type

Thesis - campus only access

Rights

© The Author(s)

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