Perceived (Academic) Control and Scholastic Attainment in Higher Education

By R. Perry, Nathan C. Hall, Joelle C. Ruthig. 2007

120 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/aee6bef156216589322cd8f21a0dd9b6a479810b

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Emotional experiences during test taking : does cognitive ability make a difference? (2007, background): “Thus, to the extent that high levels of cognitive ability fosters control-related cognitions through perceptions of competence, they may also indirectly encourage an adaptive emotional profile which typically accompanies perceived academic control, that is, high levels of positive emotions (e.g., ho”
Academic optimistic bias: Implications for college student performance and well-being (2007, background): “... measure of perceived academic control positively relates to measures of both global (r = 0.23 ,p Perry et al., 2005 ).”
A Review of Attributional Retraining Treatments: Fostering Engagement and Persistence in Vulnerable College Students (2009, background): “In a 3-year follow-up study, Perry et al. (2005a) showed that students with high perceived control had better grade point averages (GPAs) and withdrew from fewer courses over a 3-year period.”
The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement (2008, background): “Alternatively, perceived academic control has been recognized as an important factor in the academic success of college students (Perry 2003; Perry et al. 2005a ).”
The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice (2006, background): “(1) Basic research While it is intuitively and theoretically plausible that emotions are important, we need more controlled, empirical studies analyzing the extent to which emotions (other than test anxiety) influence outcomes like student engagement, life-long learning, achievement, health, persona”
Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement (2007, background): “Those students who see themselves as “in control” of these tasks often take initiatives to succeed, while those who feel unable to control these circumstances take less responsibility, tend to be more vulnerable to failure, and may subsequently drop out of college (Perry et al., 2005).”
Perceived control and emotions: interactive effects on performance in achievement settings (2008, methodology): “As such, perceptions of control are particularly salient for these individuals ( Perry, Hall et al. 2005 ).”
Antecedents of everyday positive emotions: An experience sampling analysis (2010, background): “…on a motivational intervention referred to as ‘‘attributional retraining’’ (AR; see Foersterling 1985; 1986, for reviews) which aims to enhance perceptions of personal control by promoting controllable explanations for failure events (see Hall et al. 2006; Hall et al. 2007; Perry et al. 2007).”