TY - JOUR
AU - Perry, Raymond P.
AB - Striving to excel is a goal commonly shared by undergraduate students, graduate students, and faculty members in academic achievement settings. Periodically, however, their sense of personal control and mastery is undermined by low-control experiences arising from a greater emphasis on success and failure, heightened academic competition, increased pressure to excel, more frequent academic failures, unfamiliar academic tasks, new social networks, and critical career choices. In these situations, achievement-striving can lead to a paradox of failure in which seemingly bright, enthusiastic individuals fail in their quest, unable to fulfill the demand to augment self-initiative and independence. Many otherwise capable individuals quit during the transition from high school to college, college to graduate school, or graduate school to academic jobs. This article focuses on perceived personal control as an academic marker and on its use as a control-enhancing intervention for redressing failure, based on laboratory and longitudinal field studies conducted at the University of Manitoba during the last two decades.
TI - Perceived (Academic) Control and Causal Thinking in Achievement Settings
JF - Canadian Psychology/Psychologie Canadienne
DO - 10.1037/h0086956
DA - 2003-11-01
UR - https://www.deepdyve.com/lp/american-psychological-association/perceived-academic-control-and-causal-thinking-in-achievement-settings-jh0sOxpCzg
SP - 312
EP - 331
VL - 44
IS - 4
DP - DeepDyve
ER -