AGENCY, CONTROL, AND MEANS ENDS BELIEFS ABOUT SCHOOL PERFORMANCE IN MOSCOW CHILDREN - HOW SIMILAR ARE THEY TO BELIEFS OF WESTERN CHILDREN

This study examined the development of school performance-related beli efs and their link with actual academic performance in Moscow children (Grades 2-6, N = 551) using the Control, Agency and Means-Ends Interv iew (CAMI). Results revealed much intercultural convergence with Weste rn samples, coupled with context-specific variations. Similarities inv olved (a) the CAMI factor structure, (b) the correlational nexus betwe en beliefs and performance, (c) the developmental trends, and (d) the configuration of means-ends beliefs. Differences involved beliefs abou t teachers and ability, and gender differences, favoring girls, in the agency and control beliefs. In general, Moscow children displayed a W esternlike view of the causes of school performance and of themselves as being agentic and capable of personal control over their performanc e outcomes.