ERIC Number: ED279431
Record Type: RIE
Publication Date: 1986-Nov
Reference Count: 0
Some Effects among Self-Concept, Locus of Control, and Attribution in Young Children.
Burns, John L.; And Others
Each of 91 kindergarten and 79 second grade children attending public and parochial schools were assessed to explore possible relationships between students' performance increments and decrements on experimenter-manipulated puzzle games and their causal attribution for performance, locus of control, and self-concept. The first research question concerned the self-serving bias aspect of attribution theory: Does performance decrement lead to external attribution? The second research question addressed locus of control and attribution: Does internal or external control affect attribution and is the effect modified by performance increment or decrement? The third research question concerned effects of self-concept on attribution and whether on not the performance variation would bear on the relationship between self-concept and attribution. Two self-concept measures were obtained for each subject: the students' teachers completed the Behavioral Academic Self-Esteem Scale (BASE), and students completed the Martinek-Zaichkowsky Self-Concept Scale (MZSCS). The locus of control measure was the Stanford Preschool Internal-External Scale (SPIES). Generally, attribution showed minimal effects of self-concept, and no effect of either locus of control or self-serving bias. Attributions were more likely to be external than internal. This incidental effect was more pronounced for kindergarteners than for second graders. The preference for externality was unrelated to sex or performance variation conditions. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Memphis, TN, November 19-21, 1986).