An Observational Study of Antecedents of Locus of Control of Reinforcement

1996 ◽  
Vol 19 (1) ◽  
pp. 161-175 ◽  
Author(s):  
John S. Carton ◽  
Stephen Nowicki ◽  
Ginger M. Balser
Keyword(s):  
Locus Of Control ◽  
Social Learning ◽  
Learning Theory ◽  
Internal Control ◽  
Social Learning Theory ◽  
External Control ◽  
Contingent Reinforcement ◽  
Partial Support ◽  
Puzzle Solving ◽  
Contingent Support

Locus of control of reinforcement refers to a generalised problem-solving expectancy reflecting the degree to which individuals perceive reinforcements as contingent on their own behaviour (internal control) or on some external force such as luck, chance, or fate (external control). The present study tested predictions based on Rotter's social learning theory that mothers of children with internal control expectancies would provide more contingent reinforcement, support, and encouragement of independence than mothers of children with external control expectancies. The interaction of 51 children and their mothers was video-taped while they attempted puzzle-solving tasks of two difficulty levels. No analyses were significant for the easy level task. In contrast, the difficult task produced several significant findings. Mothers of boys with internal control expectancies provided more contingent support in response to their sons' difficulties and were less likely to respond to their son's difficulties by performing the task for their sons or by watching them struggle. Surprisingly, mothers of girls with internal control expectancies were more likely than mothers of girls with external control expectancies to ignore their daughters' accomplishments and difficulties. Thus, the results provided partial support for predictions derived from Rotter's social learning theory for the development of generalised control expectancies.

Interaction of Locus of Control, Skill vs Chance Instructions, and Task Difficulty

1977 ◽  
Vol 40 (3_suppl) ◽  
pp. 1059-1069
Author(s):  
Jerry L. Hart ◽  
J. Wesley Libb
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Task Difficulty ◽  
First Response ◽  
Dependent Variables ◽  
To Receive ◽  
And Task

Previous studies on locus of control and instructions have been interpreted to support the position of either a social learning theory or an anxiety. 144 college students were separated into locus of control categories based on scores on Rotter's I-E Scale and randomly assigned to receive skill or chance instructions and one of three anagram tasks of varying levels of difficulty. Primary dependent variables were number of correct anagrams and latency to the first response. The ratio of typical shifts to the total number of shifts in expectancy of success served as a third dependent variable. A check on the credibility of the instructions was also performed. The results of the moderate task showed that internals given chance instructions responded faster and solved more anagrams correctly than when given skill instructions. When the credibility of instructions was taken into account, significant differences between the groups were found for only those who did not believe the instructions. Assessment of credibility of instructions provided valuable clarification since disbelief of instructions may account for the results found in earlier research as well.

scholarly journals The construction of a normative scale of locus of control

2005 ◽  
Vol 31 (3) ◽  
Author(s):  
Johann M. Schepers
Keyword(s):  
Locus Of Control ◽  
Internal Control ◽  
Attribution Theory ◽  
Social Learning Theory ◽  
Primary Objective ◽  
External Control ◽  
First Year ◽  
Cognitive Correlates ◽  
Personality Correlates ◽  
First Year University

The primary objective of the study was to construct a normative scale of locus of control for use with students and adults. A corollary of the study was to establish the personality, interest and cognitive correlates of locus of control. Conceptually the instrument is based on attribution theory and on social learning theory. The first edition of the Locus of Control Inventory (LCI) was applied to 356 first-year university students during 1994. A factor analysis of the 65 items of the inventory yielded three factors. The factors were interpreted as Autonomy, Internal Control and External Control. Three scales, corresponding to the three factors, were constructed, and yielded reliability coefficients of 0,80; 0,77 and 0,81 respectively. Following this the cognitive, interest and personality correlates of the LCI were determined. The implications of the findings are discussed. Opsomming Die hoofdoel van die studie was die konstruksie van ’n normatiewe skaal van lokus van beheer vir gebruik met studente en volwassenes. ’n Newe-doelwit van die studie was om die persoonlikheids-, belangstellings- en kognitiewe korrelate van lokus van beheer te bepaal. Konseptueel is die instrument op attribusieteorie en sosiale-leerteorie gebaseer. Die eerste-uitgawe van die Lokus van Beheervraelys (LvB) is op 356 eerstejaaruniversiteitstudente toegepas gedurende 1994. ’n Faktorontleding van die 65 items van die vraelys is gedoen en het drie faktore opgelewer. Die faktore is as Outonomie, Interne Beheer en Eksterne Beheer geïnterpreteer. Voorts is drie skale wat ooreenstem met die drie faktore, gekonstrueer en het betroubaarhede van 0,80; 0,77 en 0,81, onderskeidelik, opgelewer. Vervolgens is die kognitiewe, belangstellings- en persoonlikheidskorrelate van die LvB bepaal. Die implikasies van die bevindinge word bespreek.

scholarly journals Parental Antecedents of Locus of Control of Reinforcement: A Qualitative Review

2021 ◽  
Vol 12 ◽  
Author(s):  
John S. Carton ◽  
Mikayla Ries ◽  
Stephen Nowicki
Keyword(s):  
Locus Of Control ◽  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Current Paper ◽  
Self Report ◽  
Qualitative Review ◽  
Psychological Concept ◽  
Previous Review ◽  
Wide Range

The construct of locus of control of reinforcement has generated thousands of studies since its introduction as a psychological concept by Julian Rotter (1966). Although evidence indicates its importance for a wide range of outcomes, comparatively little research has been directed toward identification of potential developmental antecedents of internal/external expectancies. A previous review of antecedent findings (Carton and Nowicki, 1994) called for more research to be completed, particularly using observational and/or longitudinal methodologies. The current paper summarizes and evaluates antecedent research published in the intervening years since Carton and Nowicki’s review. Results largely were consistent with expectations based on Rotter’s social learning theory, although there is still a need for researchers to use observational, rather than self-report methodologies, and to include data from non-western cultures.

Ideal Gender Identity Related to Parent Images and Locus of Control: Jungian and Social Learning Perspectives

2004 ◽  
Vol 94 (3_suppl) ◽  
pp. 1187-1201
Author(s):  
Hiroko Shimoda ◽  
Soili Keskinen
Keyword(s):  
Locus Of Control ◽  
Social Learning ◽  
University Students ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Male Students ◽  
Cultural Contexts ◽  
Japanese Students ◽  
Gender Images ◽  
The Ideal

In this research, we wanted to clarify how gender images are different or invariant and related to parents, attributes, and the attitude of controlling life (locus of control) in two cultural contexts, Japan and Finland. For this purpose, students' ideal gender images, consisting of ideal mother, female, father and male images, and parents' similarity to the four ideal gender images were studied in 135 Japanese and 119 Finnish university students. Major findings were (a) Japanese students' ideal gender images were more stereotypic than those of Finnish students; (b) students' ideal mother image and parents' similarity to the ideal mother image were related only to their sex, which supports Jung's theory; (c) students socially learned other ideal gender images, but these did not fit with expectation from social learning theory; (d) Japanese students' mothers are models or examples of gender images, but Finnish male students did not seem to base their ideal gender images on their parents. Implication of measures was discussed.

Reward versus Response Cost as Incentives for Children Differing in Locus of Control for Positive and Negative Outcomes

1980 ◽  
Vol 50 (2) ◽  
pp. 639-645
Author(s):  
Kenneth W. Howell ◽  
W. Larry Gregory
Keyword(s):  
Locus Of Control ◽  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Positive Outcomes ◽  
Response Cost ◽  
Negative Outcomes ◽  
Intellectual Achievement ◽  
Responsibility Scale

An experiment was performed to compare the effects of reward and response cost on children differing in locus of control as assessed by the Intellectual Achievement Responsibility Scale. Rather than utilizing total scores to categorize as internal and external, the positive and negative subscales were used to classify children into four locus of control categories. Students who scored consistently internal or external for both positive and negative outcomes did not differ in performance when given reward or response cost instructions, but internal subjects outperformed external ones. Students who were internal for negative outcomes and external for positive outcomes, and students who were external for negative outcomes and internal for positive outcomes performed better under response cost instructions. On the whole these results were interpreted as consistent with social learning theory and inconsistent with cue explication. Classroom applications are discussed, and it is suggested that researchers utilize the subscales more frequently.

Effects of Locus of Control and Relevance on Intentional and Incidental Memory for Passages

1986 ◽  
Vol 63 (2) ◽  
pp. 855-862 ◽  
Author(s):  
Béatrice Beaulé ◽  
Stuart J. McKelvie
Keyword(s):  
Locus Of Control ◽  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Memory Test ◽  
Uncued Condition ◽  
Control Scale ◽  
Median Split ◽  
Incidental Memory ◽  
Relevant Material

On the basis of a median split of their scores on Rotter's locus of control scale, 34 undergraduates were classified as internals and 36 as externals. All subjects read six passages representing three levels of relevance for lives of students under one of three sets of instructions. In the cued condition, subjects were informed that a memory test would follow four days later; in the uncued condition subjects rated the relevance of the passages; and in the pure uncued condition subjects summarized the passages Material of low relevance was remembered more poorly than those in the two higher levels, but internal and external students performed similarly in. all conditions. These results cast further doubt on the prediction from social learning theory that internal persons would be selectively superior to external ones on more relevant material in the uncued conditions.

Internal-External Control and Anxiety following Success and Failure

1973 ◽  
Vol 32 (3_suppl) ◽  
pp. 1189-1190
Author(s):  
Jerome M. Siegel ◽  
Roxie Mayfield
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
External Control ◽  
Experimental Task

This study investigated self-reported anxiety in internals and externals after failure or success on an experimental task. Results indicated that externals who had failed were lower in anxiety than externals who had succeeded, internals who had failed, and internals who had succeeded. These results were discussed within the framework of a social learning theory of anxiety.

scholarly journals Evaluating the Study Abroad Experience using the framework of Rotter’s Social Learning Theory

2015 ◽  
Vol 26 (1) ◽  
pp. 30-38 ◽  
Author(s):  
Mark McLeod ◽  
Vince Carter ◽  
Steve Nowicki ◽  
Dana Tottenham ◽  
Philip Wainwright ◽  
...  
Keyword(s):  
Locus Of Control ◽  
Social Learning ◽  
Study Abroad ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Comparison Group ◽  
Self Esteem ◽  
Positive Change ◽  
Study Abroad Programs ◽  
The Impact

The authors proposed a framework based on Rotter’s Social Learning Theory (SLT) that is appropriate for the evaluation of students’ experiences in college study abroad programs (McLeod & Wainwright, 2009).   In the present paper two concepts originating in SLT, locus of control and self- esteem, were used to gauge the impact of study abroad courses on undergraduates. It was predicted and found that when compared to a peer comparison group, study abroad participants became more internally controlled; however there was no change in self-esteem.  It was important to note that the study abroad students maintained the positive change in locus of control six months after the end of the program.  Rotter’s SLT appears to be a viable perspective for examining significant aspects of the study abroad experience.

scholarly journals LOCUS OF CONTROL: TEACHERS’ NEGLECTED ATTRIBUTE TOWARDS STUDENTS’ ACHIEVEMENT SCORES IN FACING DIVERSE SOCIOECONOMIC STATUS

2020 ◽  
Vol 78 (2) ◽  
pp. 282-300
Author(s):  
Mehboob Ul Hassan ◽  
Rafaqat Ali Akbar
Keyword(s):  
Socioeconomic Status ◽  
Locus Of Control ◽  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Quantitative Research ◽  
Achievement Scores ◽  
Ex Post ◽  
Service Training ◽  
Parental Socioeconomic Status

Irony of humans’ resiliencies to grasp life achievements has been remaining one of the important debates since long ago. Controversy prolongs when few report it destiny, whereas remaining claim individual’s endless effort. Origin of social learning theory stoppage caused entire debate and declared that teachers’ psychological attribute; locus of control is a key construct that actively affects students’ success / failure. Present research was conducted to explore the effect of teachers’ locus of control on students’ achievement scores in facing diverse socioeconomic status enrolled in public sector secondary schools of District Kasur; Punjab-Province. Researchers followed quantitative research adopting ex-post-facto design to investigate a burning dilemma on the sample of conveniently selected 1100 respondents. After ensuring ethical considerations from the respondents, researchers collected data from teachers through administering Rose and Medway (1981) Teacher Locus of Control Scale after obtaining unfettered and unrestricted permissions from the authors. Researchers obtained students’ achievement scores and their family socioeconomic status from parents, teachers and head teachers respectively. Researchers’ pilot tested scale on the sample of 100 respondents to confirm Cronbach’s Alpha reliability statistics is .850. Results of regression analysis reported that teachers’ locus of control has affected 66%, teachers’ demographic variables 84.30% and parental socioeconomic status have affected 74.70% of students’ achievement scores. Research recommends that Govt. provide in-service training to secondary school teachers on their neglected psychological attribute; locus of control that confirms worth-seeing importance in obtaining students’ achievement scores and grants monthly stipend to passed ninth grade students having 85% marks in annual examinations focusing their parental socioeconomic status. Keywords: locus of control, social learning theory, teachers’ locus of control, students’ achievement scores, socioeconomic status.

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