The DOI matches its Crossref record; 19 of the 19 references it cites were found in a registry or an index.
CHILDREN'S BELIEFS IN THEIR OWN CONTROL OF REINFORCEMENTS IN INTEUECTUAL-ACADEMIC ACHIEVEMENT SITUATIONS
Abstract
This study describes a scale for assessing children's beliefs that they, rather than other people, are responsible for their intellectual-academic successes and failures. Subscale scores assessing responsibility for successes and for failures were generally independent of each other. Split-half and test-retest reliabilities were moderately high. Normative data on 923 Ss in grades 3-12 indicate that self-responsibility is already established by third grade, that older girls give more self-responsible answers than older boys, and that slight but significant age changes occur in subscale scores dependent upon the sex of the child. Responsibility scores were moderately related to intelligence, ordinal position, and size of family, and inconsistently related to social class. Evidence of prediction to intellectual-achievement performance is presented.
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Cites
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A children's social desirability questionnaire.
Crandall, V. C., Crandall, V. J., & Katkovsky, W. (1965) · Journal of Consulting Psychology · doi:10.1037/h0020966 · Cited by 434
Self-citationAlienation and Learning in a Hospital Setting
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children's feelings of personal control as related to social class and ethnic group1
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A personality correlate of social action1
Gore, P. M., & Rotter, J. B. (1963) · Journal of Personality · doi:10.1111/j.1467-6494.1963.tb01840.x · Cited by 296
Alienation and Social Learning in a Reformatory
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Cited by
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 54,599
A social-cognitive approach to motivation and personality.
Dweck, C. S., & Leggett, E. L. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.256 · Cited by 9,745
Motivational beliefs, values, and goals
Eccles, J. S., & Wigfield, A. (2002) · Annual Review of Psychology · doi:10.1146/annurev.psych.53.100901.135153 · Cited by 7,587
Self-Efficacy and Academic Motivation
Schunk, D. H. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653133 · Cited by 4,292
The Intuitive Psychologist And His Shortcomings: Distortions in the Attribution Process
Ross, L. (1977) · Advances in Experimental Social Psychology · doi:10.1016/s0065-2601(08)60357-3 · Cited by 4,170
Metadata
- Authors
- CRANDALL, V. C., KATKOVSKY, W., & CRANDALL, V. J.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 1965-03
- Volume
- 36
- Issue
- 1
- Pages
- 91-109
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2031405611
- Cited by
- 938
- References
- 19
- FWCI
- 10.72
- Type
- journal article
- Language
- en
- Open access
- closed
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- CoChat. (2026). Citation check: CHILDREN'S BELIEFS IN THEIR OWN CONTROL OF REINFORCEMENTS IN INTEUECTUAL-ACADEMIC ACHIEVEMENT SITUATIONS. https://app.cochat.ai/papers/10.1111/j.1467-8624.1965.tb05285.x
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- CRANDALL, V. C., KATKOVSKY, W., & CRANDALL, V. J. (1965). CHILDREN'S BELIEFS IN THEIR OWN CONTROL OF REINFORCEMENTS IN INTEUECTUAL-ACADEMIC ACHIEVEMENT SITUATIONS. Child Development. https://doi.org/10.1111/j.1467-8624.1965.tb05285.x
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
