Academic Control and Action Control in the Achievement of College Students: A Longitudinal Field Study.

By R. Perry, Steven Hladkyj, Reinhard Pekrun, Sarah T. Pelletier. 2001

487 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/b44854318b95fe630584d8ce2f9e00cf1b1c52df

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Citations in the corpus

Perceived control and emotions: interactive effects on performance in achievement settings (2008, methodology): “The 5-month test–retest reliabilities of the boredom and anxiety measures are r = .68, p < .01; and r = .62, p < .01, respectively (Perry et al. 2001).”
Exploring the Security of Information Sharing on Social Networking Sites: The Role of Perceived Control of Information (2014, background): “It refers to ‘‘a person’s belief to significantly alter and predict a situation’’ (Perry et al. 2001; Burger 1989) and describes the extent of a person’s beliefs about the 112 N.”
Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement (2007, methodology): “First, regarding environmental factors, Perry (1991; Perry et al., 2001) argued that college can be a low-control environment for students due to the increased number of overwhelming tasks that tend to make students feel out of control, which in turn has a negative effect on their academic performan”
Assessing Emotional Intelligence (2009, background): “Qualter et al. (2007) examined the successful transition from elementary to high school.”
Optimism and Attributional Retraining: Longitudinal Effects on Academic Achievement, Test Anxiety, and Voluntary Course Withdrawal in College Students1 (2004, background): “(r = .54; e.g., Perry et al., 2001).”
Achievement goals, emotions, learning, and performance : A process model (2015, background): “…with those who are able to reflect on and regulate their learning typically obtaining better grades (e.g., Dermitzaki, Leondari , & Goudas, 2009; Perry et al., 2001; for findings concerning conceptual overlap with planning as a self-regulation strategy, see Nett, Goetz, Hall, & Frenzel, 2012).”
Emotional intelligence and academic success: examining the transition from high school to university (2004, background): “Graduating from high school and going on to university is a major life transition (Brooks & DuBois, 1995; Cantor et al., 1987; Cutrona, 1982; Gall et al., 2000; Kanoy & Bruhn, 1996; McLaughlin et al., 1998; Pancer et al., 2000; Perry et al., 2001; Pratt et al., 2000; Ross et al., 1999; Stewart & Hea”