The Development of Achievement-Related Expectancies

Jacquelynne Eccles Parsons · Diane N. Ruble

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Education, Achievement, and Giftedness Early Childhood Education and Development Child and Animal Learning Development

Abstract

PARSONS, JACQUELYNNE E., and RUBLE, DIANE N. The Development of Achievement-related Expectancies. CmLD DEVELOPMENT, 1977, 48, 1075-1079. This study investigated the development of achievement-related expectancies. Based on the models of attribution and cognitive developmental theory and on past research, it was predicted that younger children would relate past history of outcomes to expectancies differently than older children, that sex differences in expectancies would not be present in the preschool-age group, and that older children would have the lowest expectancies. As predicted, success/failure experiences had a more systematic effect on school-age children's expectancies than on the expectancies of preschoolers, and older children consistently reported lower expectancies. In addition, the subject's sex in interaction with age influenced both initial expectancy and the use of outcome information.

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References

1975The psychology of sex differences 1958The growth of logical thinking: From childhood to adolescence.1975Achievement Motivation and Attribution Theory.1975Causal attributions and other achievement-related cognitions: Effects of task outcome, attainment value, and sex.1968The Anatomy of Achievement Motivation 1966Effects of prior success and failure on expectations of success and subsequent performance.

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