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Journal of Cross-Cultural Psychology
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Action-Control Beliefs and School Experiences of Tanzanian Primary School Students

Lars-Erik Malmberg

Åbo Akademi University

Brigitte Wanner

Max Planck Institute for Human Development and Education

Suleman Sumra

University of Dar es Salaam

Todd D. Little

Yale University

We investigated Tanzanian primary school students’ action-control beliefs about school performance using the revised Control, Agency, and Means-Ends Interview (CAMI) and school experiences controlling for the effects of parental educational level, gender, and age. Five hundred forty-five students (254 boys and 291 girls) in grades 3 through 7 from both urban and rural schools responded to the CAMI questionnaire in Swahili. A structural equation model validated the dimensions of action-control beliefs, thereby supporting the idea that these constructs are basic education-related aspects of human belief systems across cultures. The Tanzanian educational system and teaching format were reflected in low performance-belief relationships. Higher achievers were more prone to develop an adaptive belief profile (internal causes: effort, ability) and more positive perception of their teachers, whereas low achievers were more prone to develop a maladaptive belief profile (external causes: luck, teachers, and unknown), and more social anxiety.

Journal of Cross-Cultural Psychology, Vol. 32, No. 5, 577-596 (2001)
DOI: 10.1177/0022022101032005004
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