The links among action-control beliefs, intellective skill, and school performance in Japanese, US, and German school children

International Journal of Behavioral Development

Volumn 27, Issue 1, 2003, Pages 41-48

  Little, Todd D ^a   Miyashita, Takahiro ^b   Karasawa, Mayumi ^b   Mashima, Mari ^b   Oettingen, Gabriele ^c   Azuma, Hiroshi ^b   Baltes, Paul B ^c  

^a YALE UNIVERSITY   (United States)

^b Shirayuri University   (Japan)

^c MAX PLANCK INSTITUTE FOR HUMAN DEVELOPMENT   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

ACADEMIC ACHIEVEMENT; CHILD BEHAVIOR; COMPARATIVE STUDY; CONTROLLED STUDY; DATA ANALYSIS; EDUCATION; FEMALE; GERMANY; HUMAN; INTELLECT; INTELLIGENCE TEST; JAPAN; MALE; PREDICTION; REVIEW; SAMPLE; SCHOOL CHILD; SCORING SYSTEM; SOCIAL ENVIRONMENT; SOCIAL PSYCHOLOGY; UNITED STATES; VARIANCE;

EID: 0037259467     PISSN: 01650254     EISSN: None     Source Type: Journal    
DOI: 10.1080/01650250244000001     Document Type: Review

References (29)

1. Azuma, H. (1996). Two modes of cognitive socialisation in Japan and the United States. In P. Greenfield & R. Cocking (Eds.), Cross-cultural roots of minority child development (pp. 275-284). Hillsdale, NJ: Lawrence Erlbaum.
2. Baltes, P.B. (1987). Theoretical propositions of life-span developmental psychology: On the dynamics between growth and decline. Developmental Psychology, 23, 611-626.
3. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
4. Chapman, M., Skinner, E.A., & Baltes, P.B. (1990). Interpreting correlations between children's perceived control and cognitive performance: Control, agency, or means-ends beliefs? Developmental Psychology, 26, 246-253.
5. Grob, A., Little, T.D., Wanner, B., Wearing, A.J., & Euronet. (1996). Adolescent's wellbeing and perceived control across fourteen sociocultural contexts. Journal of Personality and Social Psychology, 71, 785-795.
6. Hamilton, V.L., Blumenfeld, P.C., Akoh, H., & Miura, K. (1989a). Citizenship and scholarship in Japanese and US fifth grades. American Educational Research Journal, 26, 44-72.
7. Hamilton, V.L., Blumenfeld, P.C., Akoh, H., & Miura, K. (1989b). Japanese and US children's reasons for the things they do in school. American Educational Research Journal, 26, 545-571.
8. Holloway, S.D. (1988). Concepts of ability and effort in Japan and the United States. Review of Educational Research, 58, 327-345.
9. Karasawa, M., Little, T.D., Miyashita, T., Mashima, M., & Azuma, H. (1997). Japanese children's action-control beliefs about school performance. International Journal of Behavioral Development, 20, 405-423.
10. Lewis, C.C. (1990). Observations of Japanese first-grade classrooms: Implications for US theory and research. Comparative Education Review, 32, 159-172.
11. Little, T.D. (1997). Mean and covariance structures (MACS) analyses of cross-cultural data: Practical and theoretical issues. Multivariate Behavioral Research, 32, 53-76.
12. Little, T.D. (1998). Sociocultural influences on the development of children's action-control beliefs about school performance. In J. Heckhausen & C.S. Dweck (Eds.), Motivation and self-regulation across the life span (pp. 281-315). Cambridge: Cambridge University Press.
13. Little, T.D., & Lopez, D.F. (1997). Regularities in the development of children's causality beliefs about school performance across six sociocultural contexts. Developmental Psychology, 33, 165-175.
14. Little, T.D., Lopez, D.F., Oettingen, G., & Baltes, P.B. (2001). A comparative-longitudinal study of action-control beliefs and school performance: On the role of context. International Journal of Behavioral Development, 25, 237-243.
15. Little, T.D., Oettingen, G., & Baltes, P.B. (1995a). The revised control, agency, and means-ends interview (CAM1): A multicultural validity assessment using mean and covariance structures (MACS) analyses (Materialen aus der Bildungsforshung, No. 49). Berlin: Max Planck Institute.
16. Little, T.D., Oettingen, G., Stetsenko, A., & Baltes, P.B. (1995b). Children's action-control beliefs about school performance: How do US children compare with German and Russian children? Journal of Personality and Social Psychology, 69, 686-700.
17. Little, T.D., Stetsenko, A., & Maier, H. (1999). Action-control beliefs and school performance: A longitudinal study of Moscow children and adolescents. International Journal of Behavioral Development, 23, 799-823.
18. Markus, H.R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224-253.
19. Multon, K.D., Brown, S.D., & Lent, R.W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30-38.
20. Oettingen, G. (1995). Cross-cultural perspectives on self-efficacy. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 149-176). New York: Cambridge University Press.
21. Oettingen, G., & Little, T.D. (1993). Intelligenz and selbstwirksamkeitsurteile bei Ost- und Westberliner Schulkindern [Intelligence and self-efficacy beliefs in East and West Berlin school children]. Zeitschrift für socialpsychologie, 24, 186-197.
22. Oettingen, G., Little, T.D., Lindenberger, U., & Baltes, P.B. (1994). Causality, agency, and control beliefs in East versus West Berlin children: A natural experiment on the role of context. Journal of Personality and Social Psychology, 66, 579-595.
23. Raven, J. (1989). The Raven progressive matrices: A review of national norming studies and ethnic and socioeconomic variation within the United States. Journal of Educational Measurement, 26, 1-16.
24. Skinner, E.A. (1995). Perceived control, motivation, and coping. Thousand Oaks, CA: Sage.
25. Skinner, E.A., Chapman, M., & Baltes, P.B. (1988). Children's beliefs about control, means-ends, and agency: Developmental differences during middle childhood. International Journal of Behavioral Development, 11, 369-388.
26. Stetsenko, A., Little, T.D., Gordeeva, T.O., Grasshof, M., & Oettingen, G. (2000). Gender effects in children's beliefs about school performance: A cross-cultural study. Child Development, 71, 273-287.
27. Stetsenko, A., Little, T.D., Oettingen, G., & Baltes, P.B. (1995). Agency, control, and means-ends beliefs about school performance in Moscow children: How similar are they to beliefs of Western children? Developmental Psychology, 31, 285-299.
28. Stigler, J.W., & Perry, M. (1988). Mathematics learning in Japanese, Chinese, and US classrooms. In G.B. Saxe & M. Gearhart (Eds.), Children's mathematics. New directions for child development, Vol. 41 (pp. 27-54). San Francisco, CA: Jossey-Bass.
29. Weisz, J.R., Rothbaum, F.M., & Blackburn, T.C. (1984). Standing out and standing in: The psychology of control in America and Japan. American Psychologist, 39, 955-969.