The effects of group relaxation training/large muscle exercise,and parental involvement on attention to task,impulsivity, and locus of control among hyperactive boys

This study examined the effects of group relaxation training/large muscle exercise and parental involvement on attention to task, impulsivity, and locus of control among 34 hyperactive boys. Subjects were randomly assigned to treatment (T₁ and T₂) and control groups. The experimental treatments each included three once‐weekly group sessions of relaxation training and large muscle exercise; in addition, parents were involved with the intervention for T₂ subjects. (Parental participation unfortunately was less than planned.) Following treatment both experimental groups recorded significantly higher attention to task, lower impulsivity, and lower locus of control scores, indicating a more internal orientation. While differences between treatment and control groups were clear‐cut, those between the two treatment groups were not; T1, subjects demonstrated higher attention to task, lower impulsivity, and more external locus of control scores in comparison with T2, subjects. While relaxation training and large muscle exercise appear to warrant inclusion in programs involving hyperactive children, no such recommendation can be made for including parents at this stage.     

The effects of instructional organization and locus of control orientation on meaningful learning in high school biology students

This study investigated the effects on meaningful learning achievement of concept-related instructional organization and locus of control orientation. Two five-week instructional treatments were developed, one which explicitly stressed concept relationships and one which did not. Five hundred and forty-one subjects at six Indiana high schools were involved in the study. Analyses of covariance of posttest and six-week retention test scores with treatment as the independent variable showed no significant treatment effect. Analyses of variance of test scores with locus of control orientation as the independent variable resulted in highly statistically significant differences. Subjects with an internal locus of control orientation achieved more than externally oriented subjects. A two-way analysis of covariance by treatment and locus of control orientation resulted in a statistically significant treatment/locus of control interaction effect for retention test scores. Externally oriented subjects who were exposed to the concept-related treatment generally retained more than those in the comparison group. Internally oriented subjects retained about the same amount of information regardless of treatment group. When the male and female subjects were analyzed separately, the interaction effect appeared greater for females than for males.     

Written Versus Videotaped Precounseling Training of Clients for Counseling

The comparative effects of two types of precounseling training in facilitating client-counselor relationships and client self-exploration of internally and externally oriented clients were investigated. Treatments included viewing a videotaped, simulated, initial counseling session depicting desirable client and counselor behavior and the reading of a document that matched the content of the videotape. Sixty college undergraduates, who presented themselves as first-time counselees, were randomly assigned to one of the two treatments and classified as internally or externally oriented. Both internally and externally oriented clients who experienced videotaped precounseling training reported a significantly higher level of client-counselor relationship than internally and externally oriented clients who experienced written precounseling training. No significant differences were found for level of self-exploration according to either type of precounseling training or locus of control orientation.     

Relationship of perceived parenting styles,locus of control orientation,and self-concept among junior high age students

Relationships between adolescents' perceptions of their parents' responsiveness and demandingness, adolescents' locus of control orientation, and adolescents' self-concept ratings were investigated. Participants included 198 students in grades eight and nine who were administered the Nowicki–Strickland Internal–External Locus of Control Scale, the Harter Self-Perception Profile for Adolescents, and the Perceived Parenting Styles Survey. Participants who perceived their parents as being Authoritative had a significantly more internal locus of control orientation than subjects who perceived their parents as either Permissive or Authoritarian. Self-Concept scores were significantly higher for the Authoritative group than for the Permissive or Authoritarian groups in several areas. The findings indicate that an Authoritative style of parenting may contribute to the development of self-adequacy by being associated with internal locus of control orientation and stronger self-concept, while Permissive and Authoritarian styles of parenting may be associated with negative patterns of social-emotional development. © 1998 John Wiley & Sons, Inc.     

The Effects of Rational‐Emotive Education Groups on Self‐Concept and Locus of Control Among Learning Disabled Children

The purpose of the present study was to determine the effects of Rational‐Emotive Education (REE) counselling group sessions on learning disabled (LD) children's self‐concept and locus of control orientation. Sixty LD children were randomly assigned to experimental and control conditions; the experimental group leader was trained in REE. Sessions, each lasting approximately one hour, were held twice weekly for 12 consecutive weeks. Multivariate analysis of variance (MANOVA) revealed no significant differences on pretest self‐concept and locus of control measures; on post‐test measures MANOVA indicated significant differences between experimental and control groups. Post hoc univariate F and discriminant analysis revealed several dimensions of self‐concept and the locus of control measure to be valid discriminators. The REE intervention, appears to be beneficial in both enhancing certain aspects of self‐concept and encouraging a more internal locus of control orientation in LD students.     

Adolescent abuse and the development of personal sense of control

The link between adolescent abuse, the adolescent's psychological functioning, and locus of control orientation is explored. Maltreated adolescents experience such problems as low self-esteem, antisocial behavior, and suicidal tendencies. It is argued that the adolescent's locus of control orientation, deriving from his/her experiences in the home, may determine the extent to which the adolescent exhibits problematic behavior and personal maladjustment. Although locus of control in abused adolescents has not been investigated, studies show that individuals who experience the same types of problems evidenced by abused adolescents are more likely to have perceptions of external control. The nature of the relationship between locus of control and abuse may depend upon the duration of the abuse (i.e., long- versus short-term abuse). For example, adolescents who have experienced abusive behavior throughout childhood are expected to be more externally oriented than those adolescents who have been abused for a shorter time. Thus, long-term abused adolescents will be more likely to have perceptions of external control than nonabused adolescents, with short-term abused adolescents falling in the middle. The distinction between short- and long-term abuse in the context of locus of control may be important to consider when designing treatment programs for abused adolescents.     

Protective personality characteristics among adolescent victims of maltreatment.

The purpose of this research was to examine whether personality characteristics, locus of control orientation, and self-esteem were protective against depression among female adolescent victims of maltreatment and to examine whether the presence of these characteristics was related to the age of the victim when maltreatment began. Thirty-three maltreated adolescent females and a comparison group of 112 nonmaltreated female adolescents were administered a questionnaire containing scales measuring locus of control orientation, self-esteem, and depression. Results revealed that personality characteristics interacted with maltreatment status in predicting depression, suggesting that they are protective factors. Results also revealed that adolescents who first experienced maltreatment during childhood were significantly less likely than those who first experienced maltreatment during adolescence to have these protective personality characteristics.     

The effect of cognitive self-instructional strategies on preservice teacher's locus of control

The efficacy of a cognitive self-instructional procedure in altering the locus of control orientations of preservice teachers was investigated. Sixty-seven subjects were randomly assigned to one of three groups: experimental, attention control, or assessment control. The measure used to assess the relative effectiveness of the treatment procedure was Rotter's Locus of Control Scale (I-E). The experimental treatment consisted of 6 h of instruction in cognitive monitoring and the use of self-instructional strategies for planning, instructing, and managing classroom behavior. The results indicated that the selfinstructional training was effective in changing preservice teachers' locus of control to more internal orientations. The implications of enhancing reflective thought and problem-solving ability by explicitly training novice and experienced teachers to talk to themselves were discussed.     

Evidence that science locus of control orientation can be modified through instruction

A desire to foster enduring, positive attitudes toward science teaching among elementary school teachers led to study of self-perceptions. On the basis of evidence for strong links between locus of control orientation and attitudes, an attempt was made to enhance internality through instruction. A quasiexperimental research strategy was employed to compare the effects of two instructional treatments, with pretest measures being used to check the initial equivalence of treatment groups, and analysis of covariance (ANCOVA) being used to test treatment effects. Both treatments incorporated strategies known to have positive effects on attitudes, but the experimental treatment was novel in its emphasis on self-management, goal clarification, and individualized course expectations. There was found by ANCOVA to be a significant (p ≦ 0.05) difference in science locus of control (SciLOC) orientation between groups following treatment, with subjects exposed to the experimental treatment exhibiting greater internality. Quantitative comprehension and subject age were employed as covariates of SciLOC orientation, and subject gender was employed as a moderator variable. Though the treatment effect is small, accounting for 3% of the variance in SciLOC orientation, control orientation is shown susceptible to educational intervention. These results encourage attention to teacher attitudes from a rather new perspective, and they raise several interesting research questions regarding instructional methods and the long-term effects of enhancing internality.     

Locus of control of children with learning disabilities and perceived locus of control by significant others

The perceptions of parents and teachers of 24 children with learning disabilities regarding their children's or students' locus of control (LC) orientation were compared to the LC orientation held by the children themselves. While no significant differences were found between parents and children, teachers were found to perceive in their students with learning disabilities significantly more internally oriented success experiences than the students perceived in themselves. Significant differences in LC orientation were also found between the children with learning disabilities and a comparable group of nondisabled subjects. Implications for both preservice and inservice teacher education are presented.     

The Effects of Reality Therapy Classroom Meetings on Self‐Concept and Locus of Control among Learning Disabled Children

The purpose of this study was to determine the effects of Reality Therapy‐based classroom meetings on the self‐concept and perception of locus of control orientation of learning disabled children. Sixty (60) learning disabled (LD) children from four classrooms were randomly assigned to experimental and control conditions. Experimental group teachers were trained by a certified Reality Therapist in the concepts of Reality Therapy and how to conduct the classroom meetings. Meetings were held twice weekly for 11 consecutive weeks, each session lasting approximately 30‐45 minutes. Multivariate analysis of variance (MANOVA) yielded no significant differences on the pre‐test self‐concept and locus of control measures. MANOVA on post‐test measures revealed significant differences between the experimental and control groups. Post Hoc univariate F and discriminant analysis indicated several measures of self‐concept to be valid discriminators. The locus of control measure, on the other hand, did not prove to be a valid discriminator. The intervention studied appears to be beneficial in improving some areas of self‐concept among the LD population.     

Cooperative-competitive social orientation and school achievement among Anglo-American and Mexican-American children

Researchers have suggested that the relatively poor academic performance of Mexican-American compared to Anglo-American children may result from cultural differences in cooperative-competitive social orientation. To test the relative contribution of cooperative-competitive social orientation as a personality predictor of school achievement, the cooperativeness-competitiveness, field independence, locus of control, self-esteem, and school achievement of 45 Anglo-American and 125 Mexican-American fourth, fifth, and sixth grade children were assessed. The results indicate (1) competitiveness is positively related to school achievement among the Anglo-American children but not the Mexican-American children; (2) among the Anglo-American children competitiveness is a better predictor of school achievement than field independence, locus of control, and self-esteem; (3) the personality variables are moderately but not independently related to school achievement within both cultural groups; and (4) the between-culture variance in the personality variables does not account for the between-culture variance in school achievement. Implications of the present results for understanding within- and between-group differences in school achievement are discussed.     

Deinstitutionalization of severely handicapped children: Locus of control and incentive orientations as important indicators

Severely physically handicapped children in deinstitutionalized and institutionalized programs were assessed on measures of locus of control and incentive orientation. Children in institutionalized programs were found to be significantly more internally controlled and more intrinsically motivated than their counterparts in mainstreamed settings. The results suggest that the decision to deinstitutionalize a child involves more than possible academic gains; growth in personality, positive mental health, and family acceptance are also important concerns.     

被教练者的个体特征对管理教练行为认知的影响研究

通过对340名企业管理者的问卷调查,发现在对管理教练行为的认知方面,被教练者的心理控制源倾向、目标导向以及年龄和学历能够产生显著的影响。在此基础上得出研究结论,以期为企业选择被教练者提供参考依据。     

Sex,race, and grade differences in the locus of control orientations of at-risk elementary students

Extensive educational efforts recently have been focused on the plight of the at-risk student. A multitude of variables contribute to a depressed likelihood of academic success; among these are poor academic preparation, lack of parental support, and several personality factors such as lowered self-concept, motivation, and confidence. One variable that has not been examined systematically in regard to the at-risk student is locus of control orientation. Two decades of research support the positive relationship of internal locus of control and achievement. To investigate this variable, 643 elementary school students were included in a 2 × 2 × 2 × 6 analysis of variance design. No main effects for sex or race were found. A significant main effect for conditions (at-risk vs. not-at-risk) was observed, with the at-risk students being more externally oriented. In addition, a significant effect for grade was noted, with the trend being for grade (age) to be positively related to internality. The importance of developing a program aimed at enhancing internal locus of control and its nature are discussed.     

The effect of individual goal-setting conferences on academic achievement and modification of locus of control orientation

The study was designed to investigate the effects of individual goal-setting conferences on classroom achievement and locus of control orientation. Subjects were blocked on sex and previous achievement and randomly assigned to one of three treatment groups: the goal-setting (GS) group, which received weekly individual goal-setting conferences; the conference (Cf) group, which received weekly individual conferences but set no goals; and the control (C) group, which received no conferences. Analyses of the data showed a significant treatment effect for achievement across treatment groups, with the GS group having significantly higher achievement than the Cf and C groups. Treatment effect across locus of control measures across treatment groups was less clear, although post hoc analyses indicated that the GS group was significantly more internal than either the Cf or C groups on the three intellectually oriented measures.     

Outdoor Education,Dayton Style

Abstract

The authors assessed the effects of an extended case study that focused on wetland issues with 7th and 8th graders. The extended case study is an instructional method that incorporates the issue investigation-evaluation and action training model. A modified pretest-posttest nonequivalent control group design was used with 15 intact classes from Illinois and Missouri. Posttest data were collected on the following variables: overt environmental behavior, knowledge of ecological foundations, individual locus of control, group locus of control, knowledge of citizenship action skills, and perceived skill in use of citizenship action skills.     

艺术类院校体育教学中应注重对学生心理控制源的研究

以心理控制源理论为依据,根据艺术类学生的特点,运用文献资料法、访谈调查法等研究方法,确定学生是否有适宜的心理控制源结构,并使他们了解自己的缺陷在哪里,以有效地进行自我控制,为后期的心理训练提供参考。     

Locus of control: A proposal for change

Environmental control as expressed in the internal-external locus of control construct- continues to remain unchallenged as a major association variable in academic achievement. Research studies aye cited that suggest that inter-riality may well be preferred to externality if one values power over one's destiny. The writer proposes a peer-teaching-peer strategy that utilizes the low-achieving External as the tutor, a reversal of the usual procedure. The assumption is that the External must experience and perceive personal control over another child in order to begin orientation toward a more internal outlook.     

The contribution of science locus of control orientation to expressions of attitude toward science teaching

Science locus of control (SciLOC) orientation is examined as a predictor of attitudes toward science teaching among 104 preservice elementary school teachers. SciLOC orientation refers to beliefs people hold regarding their personal efficacy, or ability to influence the outcome of events, in situations where decisions or actions require either the application of scientific knowledge or the use of reasoning skills associated with scientific thinking. A causal model that links such beliefs to attitudes toward science teaching was formulated and tested in this study. Multiple regression analysis demonstrates that 46% of the variance in attitudes toward science teaching expressed by subjects in the sample studied can be explained by SciLOC orientation. Path analysis of the proposed causal model accounts for 57% of the variance in expressed attitudes and 11% of the variance in SciLOC orientation. These results are interpreted as evidence that SciLOC orientation is a major contributor to attitudes expressed toward science teaching among preservice elementary teachers, with the major contributors to SciLOC orientation remaining to be identified. A troublesome relationship between expressed attitudes and academic performance in college science is also noted.