TY - JOUR
T1 - Agency, control and means-ends beliefs about school performance in school-children
T2 - Cross-cultural study
AU - Stetsenko, A.
AU - Little, T.
AU - Oettingen, G.
AU - Baltes, P.
PY - 1997
Y1 - 1997
N2 - The development of school performance-related agency, control, and means-ends beliefs and their link with academic performance in Moscow children (grades 2-6, N= =551) using the «Control, Agency and Means-Ends Inventory» (CAMI) were studied. Results revealed much intercultural convergence with Western samples, coupled with context-specific variations. Similarities involved (a) the CAMI factor structure, (b) the correlational nexus between beliefs and school achievement, (c) developmental trends across middle childhood, and (d) the configuration of means-ends beliefs. Differences involved developmental variations in beliefs about (a) teachers (e.g. an age-related decrease in perceived accessibility of teachers), (b) the role and accessibility of ability (e.g. high levels of agency beliefs but low levels of means-ends beliefs) and (c) gender differences in the agency/control beliefs (i.e. girls were higher than boys). In general, Moscow children displayed a Western-like view of the causes of school performance and of themselves as being agentic and capable of personal control over their performance outcomes; such patterns may stem from various features of the proximal school-related environment.
AB - The development of school performance-related agency, control, and means-ends beliefs and their link with academic performance in Moscow children (grades 2-6, N= =551) using the «Control, Agency and Means-Ends Inventory» (CAMI) were studied. Results revealed much intercultural convergence with Western samples, coupled with context-specific variations. Similarities involved (a) the CAMI factor structure, (b) the correlational nexus between beliefs and school achievement, (c) developmental trends across middle childhood, and (d) the configuration of means-ends beliefs. Differences involved developmental variations in beliefs about (a) teachers (e.g. an age-related decrease in perceived accessibility of teachers), (b) the role and accessibility of ability (e.g. high levels of agency beliefs but low levels of means-ends beliefs) and (c) gender differences in the agency/control beliefs (i.e. girls were higher than boys). In general, Moscow children displayed a Western-like view of the causes of school performance and of themselves as being agentic and capable of personal control over their performance outcomes; such patterns may stem from various features of the proximal school-related environment.
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M3 - Article
AN - SCOPUS:33750958154
SN - 0042-8841
SP - 3
EP - 23
JO - Voprosy Psikhologii
JF - Voprosy Psikhologii
IS - 6
ER -