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Eight Teachers' Control Orientations and Their Students' Problem-Solving Ability

64 students in 8 elementary classrooms were interviewed in an attempt to assess their meansends problem-solving ability in 2 socialization domains teachers value highly: task demands and interpersonal. Results indicate that students' problem-solving ability in the task-demands domain is related to teacher control orientation in a way that is consistent with the literature on effective parenting. According to this literature, successful socialization depends on the right combination of parental control and communication. Overall, results of the study favor an information internalization model of classroom socialization. According to such a model, teachers have a twofold responsibility: not only must they convey to students a clear understanding of what is expected, they must also ensure that students know exactly how they might go about meeting those expectations.