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Abstract
This study examined the effects of using Logo, or problem-solving–oriented simulation software on locus of control, self-esteem, and achievement motivation for fifth-grade students. The importance of these variables in predicting Logo mastery and far-transfer problem-solving ability was also examined. The study had three groups: Logo, simulation, and comparison. Analyses revealed significant differences for self-esteem. Results did not change after controlling for Logo mastery. The Logo and comparison groups had a significant pretest–posttest change in locus of control, and the simulation group had a significant pretest–posttest change in self-esteem. The most important predictor of far-transfer was math achievement. The most important predictor of Logo mastery was near-transfer. Students with an external locus of control did not master Logo. The importance of affective variables in predicting far-transfer, as well as Logo mastery, needs further investigation.