| The present study examined the influence of need for achievement and prior mathematics achievement on locus of control and mathematics performance, and the impact of need for achievement and prior mathematics achievement on the effect of written instruction on locus of control and mathematics test performance. Participants consist of 328 public and private high school students on the island of O'ahu, Hawai'i, enrolled in a geometry or algebra II mathematics class. Treatment consisted of three types of written instructions participants received with a mathematics test. The experimental procedure was conducted during a single classroom period in participants' mathematics class.;General Linear Model (GLM) and Linear Structural Relations (LISREL) data analyses revealed need for achievement significantly influenced locus of control (p ;It was concluded that written instruction did not impact students' belief in their ability to perform, or their actual performance on a mathematics test. |
