Abstract
Abstract The purpose of the present study was to investigate the relationship between Anglo- and Mexican American children's locus of control orientations and their reading and math achievement. The relationship between teachers' attitudes and these children's locus of control scores was also examined. Ss were 118 Anglo- and Mexican American fourth- and fifth-grade boys and girls from similar socioeconomic backgrounds. Results showed no significant differences between the two cultural groups for locus of control, teachers' attitudes, and achievement. However, there were significant variations in the intercorrelations of these dependent measures between Anglo- and Mexican American children. Explanations for the findings are suggested and their educational implications discussed.
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