Relationships among Self-Esteem, Locus of Control, and Test Anxiety of College Students

2003 ◽  
Author(s):  
Michelle Lambe
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Test Anxiety ◽  
Self Esteem

scholarly journals Locus of Control or Self-Esteem; Which One is the Best Predictor of Academic Achievement in Iranian College Students

2016 ◽  
Vol In Press (InPress) ◽  
Author(s):  
Seyyed Nasrollah Hosseini ◽  
Mehdi Mirzaei Alavijeh ◽  
Behzad Karami Matin ◽  
Behrooz Hamzeh ◽  
Hossein Ashtarian ◽  
...  
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Locus Of Control ◽  
Self Esteem

Relationship between Jealous Feelings and Behaviors

1989 ◽  
Vol 69 (3-1) ◽  
pp. 765-766 ◽  
Author(s):  
Everton G. McIntosh ◽  
Sandra S. Tangri
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Self Esteem ◽  
Internal Attribution ◽  
Internal Locus ◽  
Internal Locus Of Control ◽  
And Behaviors ◽  
The Relationship

The relationship between jealous feelings and behaviors was investigated by giving 185 college students who were currently dating four measures. Analysis showed that high self-esteem, an internal locus of control, and the making of a dispositional (internal) attribution of the cause of jealousy were all significantly related to the use of direct coping (jealous) behaviors.

Self-Statements, Locus of Control, and Depression in Predicting Self-Esteem

1995 ◽  
Vol 76 (3) ◽  
pp. 1007-1010 ◽  
Author(s):  
Vincent D. Philpot ◽  
W. Bruce Holliman ◽  
Stephen Madonna
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Beck Depression Inventory ◽  
Self Esteem ◽  
External Locus ◽  
Control Scale ◽  
Adult Form ◽  
Automatic Thought ◽  
Significant Relationships ◽  
The Relationship

The contributions of frequency of positive and negative self-statements and their ratio, locus of control, and depression in prediction of self-esteem were examined. Volunteers were 145 college students (100 women and 45 men) who were administered the Coopersmith Self-esteem Inventory-Adult Form, Automatic Thought Questionnaire—Revised, the Beck Depression Inventory, and the Rotter Internal-External Locus of Control Scale. Intercorrelations suggested significant relationships among variables. The magnitude of the relationship was strongest between the frequency of negative self-statements and self-esteem. These results are consistent with and lend further support to prior studies of Kendall, et al. and Schwartz and Michaelson.

Relationship of Different Measures of Self-Esteem to Locus of Control

1979 ◽  
Vol 45 (1) ◽  
pp. 160-162 ◽  
Author(s):  
Camille Lloyd ◽  
Alice F. Chang ◽  
Barbara J. Powell
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Self Esteem ◽  
Two Measures ◽  
Relationship Of ◽  
The Relationship

The relationship of locus of control to two measures of self-esteem was investigated in 84 college students. The Berger and the Cooper-smith measures, which are methodologically different indices of self-esteem, were not consistently related to locus of control. It is suggested that these two scales may be measuring independent and unrelated aspects of self-esteem.

Relationship of Credit Attitude and Debt to Self-Esteem and Locus of Control in College-Age Consumers

2004 ◽  
Vol 94 (3_suppl) ◽  
pp. 1405-1418 ◽  
Author(s):  
Mary Beth Pinto ◽  
Phylis M. Mansfield ◽  
Diane H. Parente
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Psychological Factors ◽  
Credit Card ◽  
Credit Cards ◽  
Self Esteem ◽  
College Age ◽  
Significant Difference ◽  
User Groups ◽  
And Behavior

College-age consumers are one of the groups most highly targeted by credit card marketers. While some college students use their credit cards wisely, others are unable to control their spending. The objective of this study was to investigate differences in attitude toward credit cards and the psychological factors of self-esteem and locus of control among college students who possess one or more credit cards. Attitude was operationalized to include three underlying components: cognitive, affective, and behavioral. We separated credit users into subcategories based on amount of installment debt. Convenience users were defined as those consumers who paid the credit-card balance in full each month. Installment users were classified as consumers who carried a balance month-to-month. Convenience users were compared to mild and heavy installment users to assess significance of differences in attitudinal and psychological factors. There were no significant differences in the psychological factors across the credit-card user groups. In addition, there was a statistically significant difference on each of the attitude components (knowledge/beliefs, affect, and behavior) across user groups; convenience users, mild installment, and heavy installment users.

Self-Statements, Self-Esteem, and Locus of Control in Discriminating College Students' Scores on the Beck Depression Inventory

1996 ◽  
Vol 78 (2) ◽  
pp. 531-534 ◽  
Author(s):  
Stephen Madonna ◽  
Vincent D. Philpot
Keyword(s):  
College Students ◽  
Discriminant Analysis ◽  
Locus Of Control ◽  
Beck Depression Inventory ◽  
Undergraduate Students ◽  
Self Esteem ◽  
Automatic Thoughts ◽  
Stepwise Discriminant Analysis ◽  
Control Scale ◽  
Classification Analysis

To study the use of the ratio of positive to negative self-statements, locus of control, and self-esteem in discriminating between scores on the Beck Depression Inventory 145 undergraduate college students were administered the Beck Depression Inventory, Automatic Thoughts Questionnaire-Revised, Coopersmith Self-esteem Inventory-Adult Form, and the Rotter Locus of Control scale in their classrooms. A stepwise discriminant analysis indicated that five variables combined to yield a statistically significant discrimination among low, middle, and high scores on the Beck Depression Inventory. The classification analysis indicated that 77.1% ( n = 111) of the undergraduate students were correctly classified; 93.2% (82 of 88) were correctly classified as low scorers and 73.3% (18 of 46) were correctly classified as high scorers.

scholarly journals The Associations of Common Psychological Problems With Mental Disorders Among College Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Pim Cuijpers ◽  
Filip Smit ◽  
Pauline Aalten ◽  
Neeltje Batelaan ◽  
Anke Klein ◽  
...  
Keyword(s):  
College Students ◽  
Bipolar Disorder ◽  
Major Depression ◽  
Mental Disorders ◽  
Panic Disorder ◽  
Test Anxiety ◽  
Self Esteem ◽  
Psychological Problems ◽  
Generalized Anxiety ◽  
The Impact

Psychological problems like procrastination, perfectionism, low self-esteem, test anxiety and stress are common among college students. There are evidence-based interventions available for these problems that not only have direct effects on these problems, but also indirect effects on mental disorders such as depression and anxiety disorders. Targeting these psychological problems may offer new opportunities to prevent and treat mental disorders in a way that is less stigmatizing to students. In this study we examined the association of five psychological problems with five common mental disorders (panic, generalized anxiety, bipolar, major depressive, and substance use disorder) in a sample of 2,449 students from two Dutch universities. Psychological problems were measured with one item for each problem and mental disorders were measured with the Composite International Diagnostic Interview Screening Scales. Associations were examined with Poisson regression models as relative risks (RR) of the disorders as a function of the psychological problems. The population attributable fraction (PAF) indicates by what percentage the prevalence of the mental disorder would be reduced if the psychological problem was addressed successfully by an intervention. Especially generalized anxiety disorder was strongly associated with psychological problems (strong associations with stress and low self-esteem and moderately with test anxiety). The group with three or more psychological problems had a strongly increased risk for generalized anxiety (RR = 11.25; 95% CI: 7.51–16.85), and a moderately increase risk for major depression (RR = 3.22; 95% CI: 2.63–3.95), panic disorder (RR = 3.19; 95% CI: 1.96–5.20) and bipolar disorder (RR = 3.66; 95% CI: 2.40–5.58). The PAFs for having any of the psychological problems (one or more) were considerable, especially for generalized anxiety (60.8%), but also for panic disorder (35.1%), bipolar disorder (30.6%) and major depression (34.0%). We conclude that common psychological problems are associated with mental disorders and with each other. After adjustment, psychological problems are associated with different patterns of mental disorders. If the impact of the psychological problems could be taken away, the prevalence of several mental disorders would be reduced considerably. The psychological problems may provide a promising target to indirectly prevent and intervene in psychopathology in hard to reach college students with mental disorders.

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