TY - JOUR
T1 - Action-control beliefs and school experiences of Tanzanian primary school students
AU - Malmberg, Lars Erik
AU - Wanner, Brigitte
AU - Sumra, Suleman
AU - Little, Todd D.
PY - 2001/9
Y1 - 2001/9
N2 - We investigated Tanzanian primary school students' action-control beliefs about school performance using the revised Control, Agency, and Means-Ends Interview (CAMI) and school experiences controlling for the effects of parental educational level, gender, and age. Five hundred forty-five students (254 boys and 291 girls) in grades 3 through 7 from both urban and rural schools responded to the CAMI questionnaire in Swahili. A structural equation model validated the dimensions of action-control beliefs, thereby supporting the idea that these constructs are basic education-related aspects of human belief systems across cultures. The Tanzanian educational system and teaching format were reflected in low performance-belief relationships. Higher achievers were more prone to develop an adaptive belief profile (internal causes: effort, ability) and more positive perception of their teachers, whereas low achievers were more prone to develop a maladaptive belief profile (external causes: luck, teachers, and unknown), and more social anxiety.
AB - We investigated Tanzanian primary school students' action-control beliefs about school performance using the revised Control, Agency, and Means-Ends Interview (CAMI) and school experiences controlling for the effects of parental educational level, gender, and age. Five hundred forty-five students (254 boys and 291 girls) in grades 3 through 7 from both urban and rural schools responded to the CAMI questionnaire in Swahili. A structural equation model validated the dimensions of action-control beliefs, thereby supporting the idea that these constructs are basic education-related aspects of human belief systems across cultures. The Tanzanian educational system and teaching format were reflected in low performance-belief relationships. Higher achievers were more prone to develop an adaptive belief profile (internal causes: effort, ability) and more positive perception of their teachers, whereas low achievers were more prone to develop a maladaptive belief profile (external causes: luck, teachers, and unknown), and more social anxiety.
UR - http://www.scopus.com/inward/record.url?scp=0035597709&partnerID=8YFLogxK
U2 - 10.1177/0022022101032005004
DO - 10.1177/0022022101032005004
M3 - Article
AN - SCOPUS:0035597709
SN - 0022-0221
VL - 32
SP - 577
EP - 596
JO - Journal of Cross-Cultural Psychology
JF - Journal of Cross-Cultural Psychology
IS - 5
ER -