Effect of a Summer Enrichment Program for At-Risk Youths on Locus of Control and the Relation to Motivational Orientation (original) (raw)
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Modification of Locus of Control in First and Fifth Graders: A Comparison of Change Techniques
1978
The purpose of this study was to investigate the rel ative effectiveness of three training programs on internality in an academic setting and a generalized setting and on reflectivity-impulsivity. The training procedures consisted of behavioral intervention, achievement training, and a combination of the two. The subjects were 48 first and fifth grade children (24 in each grade) from a largely middle-class school. Each of the three treatment groups consisted of four males and four females who were assigned to the groups on the basis of a median split performed on pretest Intellecutal Achievement Responsibility test scores. A group of eight students from each grade served as a control. The total training period lasted for six-weeks, with two 20-minute sessions each week at each grade level. The behavioral intervention training program focussed on students' self analysis of school related behaviors, and a self-constructed behavioral change program. The achievement training progra...
Health Locus of Control and School Achievement in Middle School Students
1993
The present study investigated the relationship among middle school students' self-perceived locus of control, their school achievement, and their school attendance. A cohort of 265 seventh-grade students was administered the children's version of the Multidimensional Health Locus of Control (MHLC-C) scales, which measure health locus of control across three identified subscales: powerful others, change, and internal. California Achievement Test (CAT) composite subscale scores were compiled for these same students, as was a record of the days present during the previous school year. One canonical function was interpreted which indicated the existence of a moderate relationship among the variables. Analysis of variable weights indicated that the function largely capitalized on the relationship between the MHLC-C subscales and the CAT subscales, with the attendance variable contributing little to the results. Implications of the findings as they relate to educational practice are offered. Five tables are included. (Contains 29 references.) (Author)
Educational Psychology, 2005
This study used a novel multidimensional locus of control instrument (I-SEE) to investigate the relationship between locus of control, motivation and academic achievement in three schools. The strengths of the I-SEE are that it incorporates the construct of self-efficacy, and that it is embedded in a model of personality and action based on fieldtheoretical conceptions. Further, it includes the role of the environment and personality in determining action. The results support a multidimensional conceptualisation of locus of control and the utility of the I-SEE. There were statistically significant differences between schools for motivation and achievement and also a mediating effect between locus of control and school-type suggesting that interactional models are required in investigations of motivation and achievement. Furthermore, moderate levels of locus of control and self-efficacy appear to be more adaptive than either extremely high or low levels.
Locus of control, interest in schooling, self-efficacy and academic achievement
Academic achievement is interestingly an important issue; a fundamental premium upon which all teaching-learning activities are measured using some criteria of excellence e.g. good academic performance, poor academic performance and academic failure. This study examined locus of control, interest in schooling and self-efficacy as predictors of academic achievement of Junior Secondary School Students. The population of the study consisted of 500 students comprising 300 boys and 200 girls. These were selected from twenty-five secondary schools through stratified random techniques. An ex-post facto research design was adopted. Three independents variables (Locus of Control, Interest in schooling and self -efficacy) with the dependent variable (academic achievement) were measured with relevant standardized instruments. Two research questions were developed and answered. The results indicate that locus of control, interest in schooling and self efficacy jointly and relatively contribute significantly to the prediction of academic achievement of the Junior Secondary School Students. Based on these findings, the need to continuously stimulate the interest of the students and teaching them time management and for teachers to see all the three variables on the study as important and improve them simultaneously was emphasized.
2017
A large number of high school students entering college are arriving academically unprepared. Abilene Christian University’s newly founded Bridge Scholars Program seeks to help and support academically at-risk students based upon low ACT/SAT scores and low high school GPA averages. This research utilizes the Supplemental Instruction program, (based upon Bandura’s social learning theory), as its academic intervention. The research questions are 1) How does Supplemental Instruction contribute to an at-risk student’s college readiness (knowledge, skills, attitudes, behaviors and strategies)? And, 2) Does a student’s internal or external locus of control predict academic performance? A pretest and posttest using Rotter’s (1966) Internal-External Locus of Control Scale measured students’ overall academic confidence. Class test scores, class final grades, and semester GPA were used to measure Supplemental Instruction program effectiveness. Although Locus of Control proved insignificant, t...
Facilitating motivation in young adolescents: Effects of an after-school program
2007
This study examined the effects of a motivationally facilitative after-school program on 7th grade students' autonomous motivation, learning goals, school engagement, and performance in science class. Pairs of students were individually matched on sex, race/ethnicity, free lunch status, and science grades and each member was randomly assigned to either a 15 week, after-school program or a control group. Students (N = 90) completed questionnaires regarding their motivation, and engagement before and after the program. Science, math, social studies, and English teachers rated students' levels of classroom engagement. Students participating in the Investigators' Club increased in learning goals, engagement in school and in science class, and science grades, and decreased in performance goals relative to the controls. Effects of the program as well as drop-out and completer information, are discussed in terms of the goal of facilitating motivation in disadvantaged middle school students.
Locus Of Control And Competence In Children
1972
Several research studies conducted during 1971, designed to better understand and predict behavior variables related to a child's development of academic and social skills, are described. Nowicki Strickland IE scale, including 40 Yes-No questions readable at fifth grade level and understandable tc younger children, was used. Reliability and validity data were gathered on more than 1,000 school children in grades three through twelve. Conclusions show a belief in internal control for both males and females in most cases appears related to a number of cognitive and competence behaviors described as attempts to master surrounding environment, including utilization of information about immediate past performance, concept solution, delay of gratification, and persistence at time-consuming and difficult tasks. (NF) CrÒ 1. Cr Within the last decade, the locus of control dimension has emerged as a
i-manager’s Journal on Educational Psychology, 2014
Motivation is regarded as the alpha and omega of learning .It is the heart of teaching learning process. Motivation is defined as an internal state that arouses, directs, and maintains the behavior over time. Thus motivation is the pivotal component of learning and locus of control which is one of the important factors it stems from. Locus of control is a belief about the primary source of a person's behavior-either internal (within a person) or external (with in a person's physical and social environment). The main aim of this research was to measure the locus of control of students in order to determine the degree of their externality or internality of locus of control. And to find out the gender difference in locus of control orientation at College and University levels to relate the locus of control with academic achievement. Sample of study consisted of 466 students, out of which 205 were boys and 261 were girls. This sample was chosen from two female college and one male college located in Rawalpindi city and one Co-education University Institute located in Islamabad city. The college students were mostly of 16 and 17 years age group, where as University students were in the 20 and 21 year age group. For the purpose of measuring locus of control questionnaire was used with a few modifications. Academic achievement was measured by the marks obtained by the sample in their recently held examination at their institutions. The obtained data were analyzed and interpreted using statistical tools such as: Mean Standard Deviation, t-test and correlation coefficient. The results show that the majority of students were found to be more internal than external in their locus of control. This result is enlightened with others studies that, locus of control and academic achievement were related positively to each other. Boys were found to be more internal than girls at college level however, no gender differences in locus of control were found at the University level.
The utility of locus of control for assessing juvenile amenability to treatment
Aggression and Violent Behavior, 2004
One of the many factors that must be considered when conducting juvenile risk assessments is treatment amenability. Traditionally, research on risk assessments has focused on treatment needs, likelihood of violence, and likelihood of recidivism. However, there has been little empirical guidance for assessing treatment amenability. This article proposes the possibility of using locus of control as a psychological construct to aid in assessing treatment amenability of juveniles. Through a review of the locus of control literature, the authors found that internal orientation has been found to relate to increased treatment participation, help-seeking behaviors, and positive treatment outcomes. Further, external orientation has been found to be related to poorer treatment participation and outcomes. While there is some debate whether locus of control is a static or a fluid phenomenon, its ability as a predictor of treatment amenability as well as an indicator of treatment response is discussed.
The relationship between perception of locus of control and academic achievement
Contemporary Educational Psychology, 1977
In an attempt to explain the evidence which indicates that internal perception of control is postively related to academic achievement, this paper suggests that mediating motivational and cognitive reactions, which differentiate internals from externals, may account for this relationship. Furthermore, on the basis of data which suggest that the perception of locus of control is a changeable disposition, this paper calls for structuring environments that will induce and maintain realistic internal perception of locus of control.