The present research was based on a social learning theory framework. A domain-specific model was used to determine if there were relationships between self-efficacy, locus of control, and self-perceived risk-taking/task-persistence. / The following instruments were administered to third- and fifth-grade subjects: Nowicki-Strickland Locus of Control Scale (Nowicki & Strickland, 1973); Locus of Control Scale for Children's Perceptions of Social Interactions (Dahlquist & Ottinger, 1983); Intellectual Achievement Responsibility Questionnaire (Crandall, Katkovsky, & Crandall, 1965); Perceived Competence Scale for Children (Harter, 1979); Risk-Taking Scale for Children; and Task-Persistence Scale for Children. / A pilot study was conducted to establish the psychometric properties of the two newly developed instruments. Internal consistency was assessed by coefficient alpha and was acceptable for Risk-Taking but below acceptable levels for Task-Persistence. One-week test-retest scores for the two instruments were considered to be satisfactory. Based on the test-retest results, a decision was made to proceed with both risk-taking and task-persistence as the dependent variables. / A series of 2 x 2 factorial analyses of variance indicated that there were no significant interactions between grade and gender. However, main effects were found: fifth-grade males perceived themselves as more risk-taking and more task-persisting than their younger counterparts. / Some support for the hypotheses was found: specifically, a significant relationship between perceived competence and self-perceived risk-taking/task-persistence at grade five. Few correlations were found between self-perceived risk-taking/task-persistence and locus of control. Therefore, any possible relationship between beliefs about causality and self-perceived risk-taking/task-persistence was refuted. / Multiple regression analyses assessed the joint influence of the independent variables in the prediction of self-perceived risk-taking/task-persistence. However, this resulted in no improvement in prediction of the dependent variable. / Since this study provided only partial support for selected aspects of social learning theory, it is recommended that the topic be further explored. / Source: Dissertation Abstracts International, Volume: 47-01, Section: A, page: 0105. / Thesis (Ph.D.)--The Florida State University, 1985.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75711 |
| Contributors | DURR, SUSAN MYERS., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 129 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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