
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
Recommended Citation
Brown, Jo, "The Relation of Self-Determination, Perceived Competence, and Orientation of Causality on Academic Achievement in Children" (2009). Master's Theses. 3095.
DOI: 10.58809/JLLE8277
Available at:
https://scholars.fhsu.edu/theses/3095
Rights
© The Author(s)
Comments
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