The Roles of Self-esteem and the Sense of Personal Control in the Academic Achievement Process.

By C. Ross, Beckett A. Broh. 2000

360 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5b6819d595fc621cae459bcc3676fd83390c99e2

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In Clinical Psychology

In Education

Citations in the corpus

The Early Origins of Birth Order Differences in Children’s Outcomes and Parental Behavior (2016, neutral): “See, for instance, Skogerbø et al. (2012) and Kilburn et al.”
Sense of Control and Career Adaptability Among Undergraduate Students (2010, background): “Finally, several studies have found that the extent to which support relates to coping, subjective well-being, and academic performance is mediated by sense of control (Cao & Zeng, 2008; Ross & Broh, 2000; Valentiner, Holahan, & Moss, 1994).”
Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap (2002, background): “Negative school experiences cause many students to feel powerless over their own learning capacity or potential (Ross & Broh, 2000; Thomas, 2000) and have been shown to encourage students’ disengagement from the academic realm (Midgley, Arunkumar, & Urdan, 1996; Ross & Broh, 2000).”
Testing a developmental–ecological model of student engagement: a multilevel latent growth curve analysis (2009, background): “The impact of perceived control on academic achievement has been demonstrated across many different age groups, including preschoolers and high school youth (Ross & Broh, 2000; Walden & Ramey, 1983).”
Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement (2007, methodology): “The CFA used to assess the latent perceived control variable also included the estimated covariances between error terms of the positively and negatively worded items, replicating the approach used by Ross and Broh (2000). One error covariance was set to zero (between the two positively worded items”
Perceived control and emotions: interactive effects on performance in achievement settings (2008, result): “This theoretical reasoning is supported by prior research showing that higher levels of perceived control benefit students’ academic development (e.g., Perry et al. 2001; Ross and Broh 2000).”