The effect of free- versus no-talk conditions between target and peer subjects under vicarious reward conditions was examined. Data collected from fourth graders on an alphabet reproduction task showed that vicarious reinforcement effects occurred when verbal communication of reward enjoyment to nonreward subjects was possible. (Author/BW)

Two studies found temporal persistence and resistance to extinction to be positively related to the attribution of failure to insufficient effort, and negatively related to ability and task difficulty in sixth graders. Results provided support for the attribution model of achievement motivation as well as empirical foundation for attribution…

Test-retest data (six-month interval) collected on preadolescent student self-concepts, teachers' ratings of student self-concepts, and academic ability provided strong support for the construct validity of self-concept. The multiple dimensions of self-concept showed a logical and consistent pattern of relationships with a variety of criteria.…

Two approaches to apportioning variance in post-test achievement scores were compared. Comparisons were also made among different criterion measures in exploring process-product correlations. The same process variables tended to correlate with all three product measures. Relationships among student characteristics, process variables, and student…

The proposition was examined that for children from different family groups, there are variations in relations among their ability, attitudes toward school, and academic achievement. The study indicated that the family may act as a critical substratum variable that influences the relations between children's attitudinal and cognitive attributes…

Using 559 fifth graders, measures were collected to assess multiple dimensions of academic self-attribution, self-concept, and inferred self-concept, and academic achievement. The specificity and predictability of the observed patterns of relations support the construct validity of interpretations based on both the self-attribution and…

Using a fifth-grade sample, the revised Self Description Questionnaire was investigated. Confirmatory factor analysis showed the factor structure invariant across the respondants' gender. Sex difference in self-concept areas and academic achievement were explored. A new internal/external frame of reference model was proposed. (Author/BS)

With reference to EJ 198 838, this article reports similar analysis. Commonality analysis was applied to data gathered on sixth-grade social studies lessons. Variations were found in the proportion of variance achievement. Content coverage was the most powerful process correlate of achievement. (Author/GDC)

This study examines dispositional and situational approaches to attribution research, individual differences in self-attribution, and the relationship between self-attributions and dimensions of self-concept. Results of a study of 248 fifth graders in Sydney, Australia, are discussed. (BS)