The relationship of cognitive and behavioral impulsivity to sense of competence, motivation orientation in the classroom and achievement.
Item
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Title
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The relationship of cognitive and behavioral impulsivity to sense of competence, motivation orientation in the classroom and achievement.
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Identifier
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AAI9224786
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identifier
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9224786
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Creator
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Abott, Doris Debra.
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Contributor
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Adviser: Nicholas Anastasiow
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Date
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1992
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Psychology, Personality | Psychology, General
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Abstract
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Many researchers have argued the need to attend to individual differences in children's learning. However, according to Cronbach and Snow (1977), little progress has been made toward an integrated understanding of the nature of these individual differences.;The current research looks at individual differences in learning and targets the cognitively impulsive and/or behaviorally impulsive learner attempting to delineate whether these two populations are distinct groups unto themselves or whether they are overlapping populations. As Weithorn and Kagen (1984) point out, research has produced conflicting results concerning both the relationship between these two subject variables as well as success of therapeutic intervention strategies aimed at reducing impulsive responding. They suggest that the reason for this ambiguity is partially due to sampling issues whereby subjects were selected interchangeably on the basis of behavioral impulsivity and/or cognitive impulsivity and believe a need exists to separate these two populations in order to produce cleaner samples. Also, the current research adds to the paucity of research that involves school based rather than clinically based samples.;Numerous therapeutic interventions have been suggested in an attempt to modify impulsive responding since it has been demonstrated that impulsive responding interferes with optimal learning. Of particular interest to the present study is the body of research on self-instruction. The current research suggests that equivocal results from past research may be the result of an inability to understand the capabilities of certain atypical children. It attempts to examine a number of these elements as an initial step in formulating a test battery that would allow for an understanding of the dynamic aspects of children involved in learning prior to an across-the-board implementation of self-management programs.;Specifically, the present research examines individual differences in children's learning ability by identifying the degree to which subject variables, including sense of competence, motivational orientation, degree of social support, sense of control and anxiety, interact to produce varying degrees of successful achievement. It specifically targets the atypical child, the cognitively and/or behaviorally impulsive youngster and attempts to understand what characteristics of the learner may interact to bias these children.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
