Journal Article: Locus of control, self-esteem, and field independence as predictors of school achievement among Anglo American and Mexican American children


Academic Achievement, Elementary School Students, Field Dependence, Internal External Locus of Control, Self Esteem, Cross Cultural, Differences, Mexican Americans, Whites


Nelson, William; Knight, George P.; Kagan, Spencer; Gumbiner, Jann




Explored the relation of measures of locus of control, self-esteem, and field independence to the reading and math achievement of 170 Mexican-American and Anglo-American children. Ss were administered a battery of tests including the Intellectual Achievement Responsibility Questionnaire, the Self-Esteem Inventory, the man-in-the-frame test, and the California Achievement Tests. The Anglo-American/Mexican-American school achievement gap was confirmed, but no significant cultural difference on any personality variable was observed. The intercorrelations among the personality variables and between the personality variables and school achievement were greater among Mexican-Americans than the Anglo-Americans. The personality variables were also more highly related to school achievement for Mexican-American Ss. Findings are attributed to (a) a greater impact of school achievement on personality for Mexican-Americans; (b) personality differences as more important precursors of school achievement among Mexican-Americans; (c) lack of cultural equivalence of meaning of the personality variables; and (d) grade as a mediating variable. (Spanish abstract) (38 ref) (PsycINFO Database Record (c) 2009 APA )


    Log In | Privacy Policy | Contact Us