Perceived control and academic performance: A comparison of high- and low-performing children on within-person change patterns

Children with high expectations of control do better in school than their peers with low perceived control. This finding is based largely on cross-sectional research and longitudinal research with long time intervals. Little attention has been paid to short-term, within-child variability in this important construct. Information about intraindividual change in perceived control, behaviour, and performance is critical to determining the processes...