Perceived control, effort, and academic performance: Interindividual, intraindividual, and multivariate time-series analyses.

A naturalistic study tested a model depicting how perceived control functions to regulate and interpret children's cognitive performances. Data, collected daily in the classroom over 4 mo, were organized around children's cognitive performances (graded assignments). For each homework and test, children provided information about effort, performance, attributions (effort, ability, concentration/help, task difficulty, and unknown causes), and expected control. The data formed a sequence of beliefs–performance–beliefs "loops" for each child. Although data at the interindividual level were consistent with the model, intraindividual data revised each link; furthermore, exploratory multivariate time-series analyses suggested that different models may best fit single Ss. Intraindividual implications included adding mediators to the model and designing interventions to fit individual children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)