Changes in control beliefs in Portuguese primary school pupils as a consequence of the employment of self-assessment strategies.

Abstract

Previous findings suggest that a move towards internality in control beliefs is positively associated with academic success. The present study set out to explore the extent to which the use of self-assessment techniques by Portuguese primary school children is positively associated with increased internality, and to establish whether the presence of these techniques together with enhanced internality correlate with improved academic (mathematical) performance. A sample of Portuguese primary school teachers was coached in how to teach self-assessment techniques to their children, and these children were then monitored by the researchers over an eight-month period. Results on the Control, Agency and Means-End Interview Questionnaire (Skinner, Chapman & Baltes, 1988a, 1988b) indicated that at the end of the experimental period the children showed significantly less dependence upon external sources of control (perceived externality), and upon luck and unknown control as explanations for school academic events when compared to a matched control group of children who were not using pupil self-assessment. In addition, the children regularly using self-assessment strategies significantly increased their relative internality over the period concerned, and showed significant improvements in academic performance (as measured by mathematics scores) relative to the control group.