Volume 12, Issue 1 (1983)
The Effects of Self-Monitoring Technique on the Locus of Control Orientation of Educable Mentally Retarded Children
Robert Chiron, Kathryn Gerken
The performance of children in the classroom has been of great concern to educators and psychologists for many years, but most studies have looked exclusively at the relationship of intellectual and demographic variables (such as IQ, sex, race, and socioeconomic level) to classroom achievement. Shipe (1971) found that IQ alone, even when the criterion is academic achievement and when the full range of IQ test scores is included, seldom accounts for more than 50% of the variance in academic achievement or learning. This leaves the remaining 50%to be accounted for by non-intellectual factors, i.e., personality and motivational factors, and teaching and curriculum strategies. With the increasing emphases on individual instruction and self-paced education, as well as mainstreaming, the consideration of these factors is of paramount importance.
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