Home

Perceived control and treatment interventions in competitive achievement settings: effects for students with relinquished control and fit-focused secondary control

Show simple item record

dc.contributor.supervisor Perry, Raymond (Psychology) en_US
dc.contributor.author Parker, Patti C.
dc.date.accessioned 2014-09-10T15:42:17Z
dc.date.available 2014-09-10T15:42:17Z
dc.date.issued 2014-09-10
dc.identifier.uri http://hdl.handle.net/1993/24014
dc.description.abstract According to Morling and Evered’s (2006) Fit-Focused model of secondary control, an individual can adapt to adverse circumstances by accepting the situation and adjusting the self. The present study examined this theory in a competitive achievement setting to determine whether vulnerable students who relinquish academic control (high acceptance/low adjustment beliefs) benefit from an Attributional Retraining (AR) treatment intervention compared with a Stress Reduction (SR) treatment. Based on an 8-month quasi-experimental treatment study, a priori t-tests were used to test the hypotheses within an Adjustment (low, high) x Treatment (AR, SR) Analyses of Covariance experimental design for individuals high in failure acceptance. Findings revealed that AR (versus SR) facilitated higher long-term learning-related affects and academic performance for relinquished control students. The findings reveal AR’s strategic utility for assisting vulnerable individuals who lack Fit-Focused SC, as well as provide empirical support for Morling and Evered’s (2006) Fit-Focused model. en_US
dc.subject secondary control en_US
dc.subject attributional retraining en_US
dc.subject acceptance en_US
dc.subject adjustment en_US
dc.subject relinquished control en_US
dc.subject achievement motivation en_US
dc.title Perceived control and treatment interventions in competitive achievement settings: effects for students with relinquished control and fit-focused secondary control en_US
dc.degree.discipline Psychology en_US
dc.contributor.examiningcommittee Chipperfield, Judith (Psychology) Clifton, Rodney (Educational Administration, Foundations and Psychology) en_US
dc.degree.level Master of Arts (M.A.) en_US
dc.description.note October 2014 en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

View Statistics