Although many studies have demonstrated positive associations between perceived control and academic achievement, few studies have actually explored which of the two constructs is the determinant of the other. There are only a few longitudinal studies on the relationship of perceived control and academic achievement. The present study examined the reciprocal longitudinal relation between perceived control and academic achievement. Further, considering the multiethnic background of the USA, this study investigated how the relationship between two constructs varies with ethnicity. Using a randomly selected sample of 1,500 students from Asian, Black, Hispanic, and White groups in the National Education Longitudinal Study data, Autoregressive Cross-lagged Modeling was performed to get a complete picture of the longitudinal relationship. Results showed a positive longitudinal effect of academic achievement on perceived control across the ethnic groups. Explanations for these findings are discussed.
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