Level of Aspiration and Locus of Control in Disadvantaged Children

Milgram, Norman A.; Shore, Milton F.; Riedel, Wolfgang W.; Malasky, Charlotte

doi:10.2466/pr0.1970.27.2.343

Cited by 9 publications

(5 citation statements)

References 10 publications

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“…One measure used in five of the studies is derived from the discrepancy between expectancy and actual performance, where expectancies are elicited either before (Fulkerson, Furr, & Brown, 1983;Milgram et al, 1970) or after performance (Boyd, 1952;Guggenheim, 1969;Stake, 1973). With either measure, large discrepancies would mean that individuals are either underestimating or overestimating the likelihood of future success in light of current performance.…”

Section: Expectancy For Successmentioning

confidence: 99%

Motivation in African Americans

Graham

1994

Review of Educational Research

291

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Close to 140 studies comprising an African-American empirical literature on motivation were reviewed. The review was organized around five topics subsumed under three broader assumptions about the relationship between ethnic minority status and motivation. First, research on the achievement motive was reviewed to examine the belief that African Americans lack certain personality traits deemed necessary for achievement strivings. Second, the empirical literatures on locus of control and causal attributions were summarized to investigate the assumption that African Americans are less likely to believe in internal or personal control of outcomes, the belief system that theoretically should accompany high achievement-related behavior. And third, research on expectancy of success and self-concept of ability was reviewed to examine the hypothesis that African Americans have negative self-views about their competence. None of these assumptions was supported in the review. In fact, African Americans appear to maintain a belief in personal control, have high expectancies, and enjoy positive self-regard. Some of the conceptual and methodological limitations of this research were discussed. The article concludes with six suggested principles of a motivational psychology for African Americans that might serve as guides for future research.

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Section: Expectancy For Successmentioning

confidence: 99%

Motivation in African Americans

Graham

1994

Review of Educational Research

291

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“…Moreover, in school-related tasks, boys from a background of poverty typically are often observed to show much less persistance and much less ingenuity than do boys from middle-class backgrounds (J. Schickedanz, personal communication). Also, children from backgrounds of poverty show a substantially greater discrepanc between actual performance on test tasks and expressed levels of aspiration on these tasks than is found in children of the middle-class (Hieronymus, 1951;Keller, 1963;Milgram, Shore, Riedal, & Malasky, 1970). Class differences also appear on that dimension of personal style which Kagan (1965) has called "impulsivity-reflectivity."…”

Section: Recent Evidence Of the Nature Of The Educational Deficitmentioning

confidence: 99%

Early childhood education and social class.

Hunt¹

1972

Canadian Psychologist / Psychologie canadienne

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The events responsible for recent early childhood education programs are explored. It is argued that differences in socio-economic class child rearing practices could account for differences in scholastic competence. It is pointed out how indices of heritability say little about the educability of individuals. Also, it is shown how nursery schooling deployed under Project Head Start was inappropriate for the children of poverty. Finally, it is argued that programs begun during a child's first three years may prevent retarded development and thereby be more effective than compensatory education.

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“…Other evidence generally supports the findings of Battle and Rotter (1963) and Gruen et al (1974) which indicated socioeconomic status rather than race contributed more substantially to locus of control differences. Milgram (1971), Milgram, Shore, Riedel, and Malasky (1970), and Stephens and Delys (1973b have all reported socioeconomic status rather than race accounted for locus of control differences in samples ranging from kindergarten to tenthgrade. In addition, locus of control has correlated with socioeconomic status in racially homogeneous samples (Gruen & Ottinger, 1969;Nowicki & Strickland, 1973).…”

Section: Clarification Of the Relationships Between Locus Of Control ...mentioning

confidence: 99%

Locus of control as a mediator of adaptive behaviour in children and adolescents.

Gilmor¹

1978

Canadian Psychological Review / Psychologie Canadienne

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This review summarizes and evaluates the extensive literature on locus of control and adaptive behaviour in children and adolescents. Included are descriptions of the various measures of locus of control for younger samples, their reliability, validity, and their association to race, socioeconomic status, and age. Although the majority of the research reviewed is correlational in nature, there does appear to be substantial support for the notion that children and adolescents who hold internal beliefs function in a more positive, efficacious, and adaptive manner in both achievement and non-achievement activities and situations than do their external counterparts. Research on the antecedents and modification of locus of control beliefs suggests that awareness of behaviour-reinforcement contingencies is the critical factor in the development or change of such beliefs. It is suggested that future research provide appropriate controls for the possible confounding influence of verbal ability and socioeconomic status, and also consider the contribution of other Social Learning Theory variables in examining locus of control relationships. RESUME Resume et evaluation de la litterature abondante sur la localisation du controle et le comportement adaptatif chez des enfants et des adolescents. Sont aussi discutes les diverses mesures de la localisation du controle chez les plus jeunes, la fidelite de ces mesures, leur validite, leur rapport avec I'ethnie, le niveau socioeconomique et I'age. Meme si la plus grande partie des travaux examines sont de nature correlationnelle, ces travaux semblent confirmer substantiellement I'idee que les enfants et les adolescents ayant des croyances internes, compares aux autres, ont un fonctionnement plus positif, plus efficace et mieux adapte. La recherche portant sur les antecedents et sur la modification des croyonces sur Jo localisation du controle suggere que la connaissance des contingences comportementrenforcement est le facteur crucial dans le developpement ou la modification de ces croyances. Les recherches a venir devraient s'attacher a controler efficacement la confusion possiblement causee par les aptitudes verbales et le niveau socioeconomique et devraient egalement tenir compte, dans I'examen des relations en jeu dans la localisation du controle, du role joue par d'autres variables mentionnees dans la theorie de I'apprentissage social. y by* SavT fSS. their own actions or characteristics. At the &S3&& h " SSr-SnS $^^^&S3&& °ther ? xtreme are "externals" who perceive Requests for reprints should be sent to Timothy M. the reinforcements they receive as a func-

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Level of Aspiration and Locus of Control in Disadvantaged Children

Cited by 9 publications

References 10 publications

Motivation in African Americans

Motivation in African Americans

Early childhood education and social class.

Locus of control as a mediator of adaptive behaviour in children and adolescents.

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