scholarly journals Locus of control, academic self-concept, and academic dishonesty among high ability college students

2014 ◽  
pp. 88-114 ◽  
Author(s):  
Anne Rinn ◽  
Janette Boazman ◽  
Ann Jackson ◽  
Brenda Barrio
Keyword(s):  
United States ◽  
College Students ◽  
Locus Of Control ◽  
Academic Dishonesty ◽  
The Self ◽  
Self Concept ◽  
High Ability ◽  
Southwestern United States ◽  
External Locus ◽  
Control Scale

The purposes of the current study were to evaluate a measure of academic dishonesty and examine high ability college students’ loci of control and its effect on behaviors of academic dishonesty, as moderated by academic self-concept. A total of 357 high ability college students enrolled at two universities in the southwestern United States took part in this study. Variables and the moderation of academic self-concept were examined for the aggregate group (n = 357) and for the disaggregate honors and non-honors groups. Students completed the Rotter Internal-External Locus of Control Scale (Rotter, 1966), the Self-Description Questionnaire III (Marsh, 1989), and a scale to measure academic dishonesty based on the work of Geddes (2011). A 17-item measure of academic dishonesty was developed. Results indicate locus of control does not significantly predict academic dishonesty for the non-honors group, but several relationships were found among variables for the aggregate group and for the honors and non-honors groups.

Self-Esteem and Locus of Control of Women Who Report Sexual Abuse during Childhood

1993 ◽  
Vol 72 (3_suppl) ◽  
pp. 1294-1294 ◽  
Author(s):  
Mary E. Silliman
Keyword(s):  
Sexual Abuse ◽  
Locus Of Control ◽  
Childhood Sexual Abuse ◽  
Undergraduate Students ◽  
Self Esteem ◽  
The Self ◽  
Self Concept ◽  
Adult Women ◽  
External Locus ◽  
Control Scale

To study the self-esteem and locus of control of adult women who reported childhood sexual abuse experiences, 66 undergraduate students in psychology completed the Tennessee Self-concept Scale, Rotter's Internal-External Locus of Control Scale, and a research questionnaire. Contrary to expectation, mean scores of 33 women who reported abuse were not significantly different from those of 33 control women who reported no such experience.

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.

Self-Concept and Locus of Control in Primary-Grade Children Identified as Requiring Special Educational Programing

1977 ◽  
Vol 40 (1) ◽  
pp. 43-49 ◽  
Author(s):  
Alexander Tolor ◽  
Belle Tolor ◽  
Shirley S. Blumin
Keyword(s):  
Locus Of Control ◽  
Educational Programs ◽  
The Self ◽  
Primary Grade ◽  
Self Concept ◽  
External Control ◽  
Control Scale ◽  
Matched Group

A group of 28 children from kindergarten through Grade 4, presenting a variety of learning-related problems, were compared with a matched group of 28 control children on the Revised Self-appraisal Inventory and on the Preschool and Primary Internal-External Control Scale. It was hypothesized that the problem children relative to the controls would exhibit less positive self-concepts and have a more external generalized expectancy for control of reinforcement. The expectation was supported for the self-concept measure but not for the measure of locus of control. It was concluded that the Self-appraisal Inventory is a useful measure for assessing self-concepts of children who are being considered for placement in special educational programs and might be helpful in evaluation of these programs.

Internal-External Scores and Success on an ESP Task

1972 ◽  
Vol 31 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Arline L. Bronzaft
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
External Locus ◽  
Control Scale ◽  
External Locus Of Control ◽  
The Relationship ◽  
Better Than

In an investigation of the relationship between Internal-External locus of control and success on an ESP task, 96 college students were given a shortened version of Rotter's I-E Control Scale and a task designed to measure ESP ability. As hypothesized, externals did better than internals on the ESP task.

Locus of Control and Self-Concept in a Status Offender Population

1982 ◽  
Vol 50 (1) ◽  
pp. 289-290 ◽  
Author(s):  
Robert D. Friedberg
Keyword(s):  
Locus Of Control ◽  
Negative Correlation ◽  
Self Concept ◽  
External Locus ◽  
Control Scale ◽  
Status Offenders ◽  
External Locus Of Control ◽  
Status Offender ◽  
The Relationship

This study examined the relationship between locus of control and self-concept for 24 status offenders who were administered the Nowicki-Strickland Locus of Control Scale for Children and the Piers-Harris Children's Self-concept Scale. The results supported the hypothesis of a negative correlation between a high self-concept and an external locus of control ( r = –.62). Implications for clinicians were discussed.

It's Beyond My Control: A Cross-Temporal Meta-Analysis of Increasing Externality in Locus of Control, 1960-2002

2004 ◽  
Vol 8 (3) ◽  
pp. 308-319 ◽  
Author(s):  
Jean M. Twenge ◽  
Liqing Zhang ◽  
Charles Im
Keyword(s):  
College Students ◽  
College Student ◽  
Locus Of Control ◽  
Meta Analysis ◽  
School Achievement ◽  
The Self ◽  
Self Control ◽  
External Locus ◽  
Time Period ◽  
Meta Analyses

Two meta-analyses found that young Americans increasingly believe their lives are controlled by outside forces rather than their own efforts. Locus of control scores became substantially more external (about .80 standard deviations) in college student and child samples between 1960 and 2002. The average college student in 2002 had a more external locus of control than 80% of college students in the early 1960s. Birth cohort/time period explains 14% of the variance in locus of control scores. The data included 97 samples of college students (n = 18,310) and 41 samples of children ages 9 to 14 (n = 6,554) gathered from dissertation research. The results are consistent with an alienation model positing increases in cynicism, individualism, and the self-serving bias. The implications are almost uniformly negative, as externality is correlated with poor school achievement, helplessness, ineffective stress management, decreased self-control, and depression.

Relationship between Locus of Control and Extraversion-Introversion in Predicting Academic Behavior

1981 ◽  
Vol 48 (3) ◽  
pp. 799-806 ◽  
Author(s):  
Larry W. Morris ◽  
Randy L. Carden
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Test Anxiety ◽  
Interactive Effects ◽  
Academic Behavior ◽  
External Locus ◽  
Control Scale ◽  
Eysenck Personality Inventory ◽  
Test Taking ◽  
External Locus Of Control

To investigate the interactive effects of internal-external locus of control and extraversion-introversion on test-taking behavior 58 college students were assigned to four groups according to Rotter's locus of control scale and the Eysenck Personality Inventory extraversion scale. External locus of control was positively related to Neuroticism and unrelated to Extraversion, as predicted. Immediately before a course examination, worry, emotionality, and three expectancy variables were assessed, and the time spent taking the examination (test impulsiveness) was recorded. As hypothesized, internals performed better (though they were no less anxious or impulsive) than externals, and extraverts were more impulsive (though they did not perform less well) than introverts. As predicted, external extraverts tended to perform worse than other students. Neuroticism was the only significant predictor of worry and emotionality (test anxiety).

Locus of Control, Test Anxiety, Academic Procrastination, and Achievement among College Students

2004 ◽  
Vol 95 (2) ◽  
pp. 581-582 ◽  
Author(s):  
Randy Carden ◽  
Courtney Bryant ◽  
Rebekah Moss
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Test Anxiety ◽  
Self Report ◽  
Academic Procrastination ◽  
Control Test ◽  
External Locus ◽  
Control Scale ◽  
Anxiety Test ◽  
Median Split

114 undergraduates completed the Internal–External Locus of Control scale, the Procrastination Scale, and the Achievement Anxiety Test. They also provided a self-report of their cumulative GPA. Students were divided into two groups by a median-split of 10.5, yielding an internally oriented group of 57 and an externally oriented group of 57. The former students showed significantly lower academic procrastination, debilitating test anxiety, and reported higher academic achievement than the latter.

Multiple Selves and Multitasking: A Dynamic Longitudinal Study

2021 ◽  
pp. 009365022199149
Author(s):  
Shan Xu ◽  
Zheng Wang
Keyword(s):  
College Students ◽  
Longitudinal Study ◽  
Daily Life ◽  
The Self ◽  
Daily Activities ◽  
Self Concept ◽  
Emotional Experiences ◽  
Multiple Selves ◽  
Dynamic Panel ◽  
Over Time

This study integrates the theory of multiple selves within the theoretical framework of dynamic motivational activation (DMA) to identify the dynamic patterns of multiple self-concepts (i.e., the potential self, the actual self) in multitasking (e.g., primary and secondary activities) in daily life. A three-week experience sampling study was conducted on college students. Dynamic panel modeling results suggest that the self-concepts are both sustaining and shifting in daily activities and media activities. Specifically, the potential and actual selves sustained themselves over time in primary and secondary activities, but they also shifted from one to another to achieve a balance in primary activities over time. Interestingly, secondary activities were not driven by the alternative self-concept in primary activities, but instead, by the emotional experiences of primary activities. Furthermore, the findings identified that multitasking to fulfill their actual self did not motivate people to re-prioritize their potential self later.

Sign in / Sign up

Export Citation Format

Share Document