Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment

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Student-Centered Learning in Higher Education (2011, background): “Perry et al (2005) found that students were most successful in completing college when they had high academic control and took appropriate actions to avoid failure.”
The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement (2008, background): “Each of these effects are comparable to those obtained in earlier studies in which academic achievement was directly linked with perceived academic control (Perry et al. 2001; Perry et al. 2005b; Ruthig et al. 2008), and to a lesser degree, critical thinking disposition (Giancarlo and Facione 2001”
Students’ academic motivation: relations with parental warmth, autonomy granting, and supervision (2008, methodology): “A number of studies confirm the importance of motivational belief systems to academic success: these belief systems have been discussed and researched in terms of attributions (Weiner, 1986), self-efficacy (Bandura, 1989), internal locus of control (Rotter, 1966), control beliefs (Skinner, 1995), an”
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.”