Date of Award


Publication Type

Doctoral Thesis

Degree Name





Education, Educational Psychology.




This study examined a hypothesized model of the relationships among self-related cognitions and academic achievement in a group of college students. The self-related constructs of interest are: perceptions of academic competence (academic self-concept) defined as evaluations of one's academic competence and degree of importance of achievement-related activities; expectation for future academic performance (expectation) defined as the students' realistic expectation of their grade point average and the degree of commitment to this expectation; perceptions of control over academic outcomes defined as the amount of understanding about the causes of one's successes and failures in school (level of understanding) and the extent to which these causes are viewed as attributable to internal factors versus powerful others (relative internality); and motivational orientation towards academics defined as the extent to which the student prefers to make autonomous judgments regarding his/her scholastic performance (autonomous judgment); and the relative intrinsic versus extrinsic motivational orientation the student adopts towards school work (mastery motivation). Two theoretical models relating self-related cognitions to achievement are the Causal Attribution Model (Weiner, 1979, 1980 & 1985) and the Intrinsic Mastery Motivation Model (Harter, 1978, 1981b). (Abstract shortened by UMI.)Dept. of Psychology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1991 .S955. Source: Dissertation Abstracts International, Volume: 53-01, Section: A, page: 0109. Thesis (Ph.D.)--University of Windsor (Canada), 1990.