Action-control Beliefs and School Performance: A Longitudinal Study of Moscow Children and Adolescents
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چکیده
In a longitudinal sample of Moscow children and adolescents (grades 2–11; n = 434, tested in 1990, 1992, and 1994), we examined the interrelations between their action-control beliefs about school performance and their actual school performance. A notable feature of this sample is that the students were exposed to an educational context that is relatively stable and consistent across the elementary and secondary school years. This feature provided us with a rare opportunity to study developmental changes that are relatively free of the pronounced context changes typically associated with the transition to adolescence (e.g. in the United States). The developmental
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تاریخ انتشار 1999