Revised Generalized Expectancy for Success Scale

1992 ◽  
Author(s):  
W. Daniel Hale ◽  
Lydia R. Fiedler ◽  
C. D. Cochran
Keyword(s):  
Expectancy For Success

The effect of a "best possible self" intervention on expectancy for success

2011 ◽  
Author(s):  
Kristin Layous ◽  
S. Katherine Nelson ◽  
Sonja Lyubomirsky
Keyword(s):  
Expectancy For Success

Role of Self-Concept of Academic Attainment in Achievement-Related Behaviors

1986 ◽  
Vol 58 (1) ◽  
pp. 151-159 ◽  
Author(s):  
Robert M. Midkiff ◽  
Joy Patricia Burke ◽  
Jeanne P. Hunt ◽  
Geraldine Cain Ellison
Keyword(s):  
Academic Achievement ◽  
Performance Feedback ◽  
Self Concept ◽  
Academic Attainment ◽  
Performance Outcome ◽  
Academic Task ◽  
Eighth Grade Students ◽  
And Performance ◽  
Expectancy For Success

Researchers have reported that self-concept serves both as an antecedent and consequence of behavior. Given self-concept's role in achievement-related behavior, we sought clarification of factors influencing children's self-concepts of academic attainment. We examined proposed linkages among self-concept of academic attainment, academic achievement, expectancy for success, and performance outcome within a causal model using path analysis. Subjects were 208 eighth-grade students. Initial self-concept of academic attainment and initial expectancy for success were measured. Students then were given an academic task followed by performance feedback. We subsequently measured postperformance expectancy for success and postperformance self-concept of academic attainment. Students' postperformance self-concepts of academic attainment were influenced primarily by their initial self-concepts of academic attainment and, to a lesser extent, by their academic achievement and performance on an academic task.

Preference for Skill or Chance Tasks and I-E Scores

1966 ◽  
Vol 19 (3_suppl) ◽  
pp. 1279-1281 ◽  
Author(s):  
Dolores Gold
Keyword(s):  
Expectancy For Success

An attempt was made to predict choice between a skill and a chance task on the basis of scores on the I-E Scale. 99 students scoring in the extremes of the range of scores were Ss under two choice conditions. Expectancy for success was the same in both the chance and the skill tasks, 0.1 for the first condition and 0.5 for the second condition. There was no relationship between I-E scores and choice of task under either condition.

Test Anxiety, Expectancies, and Expectancy Changes

1968 ◽  
Vol 22 (1) ◽  
pp. 259-265 ◽  
Author(s):  
E. Jerry Phares
Keyword(s):  
Test Anxiety ◽  
Negative Reinforcement ◽  
Expectancy For Success

40 high-TAQ Ss and 40 low-TAQ Ss (females) were asked to state a general expectancy for success on a task prior to performance on that task. Following either positive or negative reinforcement Ss were given an opportunity to change their estimates for success. It was found that high-TAQ Ss stated significantly lower expectancies for success prior to performance on the task. Furthermore, following failure, high-TAQ Ss showed a significantly greater decrement in expectancy than did low-TAQ Ss, while following success, there were no differences between high- and low-TAQ Ss.

Anxiety, Discrepancy between Need Value and Expectancy, and Internal-External Control

1971 ◽  
Vol 28 (2) ◽  
pp. 663-668 ◽  
Author(s):  
Paul C. Nelson ◽  
E. Jerry Phares
Keyword(s):  
External Control ◽  
Academic Setting ◽  
Discrepancy Scores ◽  
Paper And Pencil ◽  
Academic Recognition ◽  
Academic Area ◽  
Expectancy For Success

3 groups of Ss differing in degree of internal-external control were administered measures of anxiety, need value in the academic recognition area, expectancy for success in the academic area, need value in the area of love and affection, and expectancy for success in the love and affection area. All measures were paper-and-pencil ones and were administered in an academic setting. It was predicted and generally demonstrated that external control of reinforcement is associated both with greater anxiety and with the discrepancy between need value and expectancy in the academic area. As expected, similar relationships did not obtain for the love and affection measures. Similarities between the anxiety and academic discrepancy scores were noted.

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