Action - Control Beliefs and School Experiences of Tanzanian Primary School Students  

Oleh:

Little, Todd D. ; Wanner, Brigitte ; Malmberg, Lars-Erik ; Sumra, Suleman

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal of Cross-Cultural Psychology (http://journals.sagepub.com/home/jcca) vol. 32 no. 5 (Sep. 2001), page 577-596.
Topik: belief; elementary school students; academic achievement; questionnaires; culture
Fulltext: 577.pdf (149.67KB)

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: JJ86.7 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

We investigated tanzanian primary school students' action - control beliefs about school performance using the revsed control, agency and means - ends interview (CAMI) and school experiences controlling for the effects of parental educational level, gender and age. Five hundred forty - five students (254 boys and 291 girls in grades 3 through 7 from both urban and rural schools responded to the CAMI questionnaire in swahili. A structural equation model validated the dimensions of action - control beliefs, thereby supporting the idea that these constructs are basic education - related aspects of human belief systems across cultures. The tanzanian educational system and teaching format were reflected in low performance - belief relationships. Higher archievers were more prone to develop an adaptive belief profie (internal causes : effort, ability) and more positive perception of their teachers, whereas low achievers were more prone to develop a maladaptive belief profile (external causes : luck, teachers, and unknown), and more social anxiety.

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