Impact of Teachers' Morale on the Classroom

The attitude and morale of 191 teachers in 15 school districts was measured by Rotter's Locus of Control Scale and White and Stevens' Survey of Teacher Morale. The Locus of Control score and three semantic differential variables generated from factor analysis of responses to 10 teacher concepts were placed in the stepwise regression analysis of the Standardized California Achievement Test scores in reading or language arts for each classroom. The multiple correlation of .22 was nonsignificant between locus of control scores, teachers' morale scores, and students' achievement scores.

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Predictors of Academic Self-Concept of Older Adults

Psychological Reports ◽

10.2466/pr0.1989.65.3.771 ◽

1989 ◽

Vol 65 (3) ◽

pp. 771-774 ◽

Cited By ~ 1

Author(s):

Robert Drummond ◽

Betty Gilkison

Keyword(s):

Older Adults ◽

Locus Of Control ◽

Learning Style ◽

Stepwise Regression ◽

Demographic Data ◽

Self Concept ◽

Control Scale ◽

Older Learners ◽

Gregorc Style Delineator ◽

Enrollment Status

This study examined the predictors of the academic self-concept of 130 older adults (50 to 68 yr.). The Levenson Multidimensional Locus of Control Scale, the Gregorc Style Delineator, and the Drummond Academic Self-concept Scale and a demographic data sheet were completed by the adults. In stepwise regression, age and enrollment status plus learning style variables accounted for 11.5% and 4.5% of the variance, and the three locus of control scales for 33.1%. How older learners tend to feel about themselves and their world influences their perception of their academic environment more than their preferred modality of learning.

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Relations among Moral Reasoning, Locus of Control, and Demographic Variables among College Students

Psychological Reports ◽

10.2466/pr0.1992.70.2.467 ◽

1992 ◽

Vol 70 (2) ◽

pp. 467-476 ◽

Cited By ~ 14

Author(s):

Donald A. Murk ◽

John A. Addleman

Keyword(s):

Locus Of Control ◽

Test Scores ◽

Moral Dilemmas ◽

Demographic Variables ◽

Defining Issues Test ◽

Stepwise Multiple Regression ◽

External Locus ◽

Control Scale ◽

Scale Scores ◽

External Locus Of Control

This study was conducted to examine the relationships among Rest's Defining Issues Test, Rotter's Internal-External Locus of Control Scale, and demographic variables. 205 undergraduates from two secular universities and one religious liberal arts college from the Middle Atlantic states were given the Defining Issues Test, the Internal-External Locus of Control Scale, and a demographic questionnaire. The Pearson correlations indicated significant associations between the Defining Issues Test scored for percentage of principled reasoning about moral dilemmas and five demographic variables. Analysis of variance indicated significant differences between the group means for the Defining Issues Test scores on three demographic variables and between the group means for the Internal-External Locus of Control Scale scores on two demographic variables. A stepwise multiple regression analysis using five variables predicted a significant amount of the variance (25%) in the Defining Issues Test scores and two variables that predicted a significant amount of the variance (7%) in the Internal-External Locus of Control Scale scores. The Defining Issues Test is both a developmental and cognitive measure. In addition, the Internal-External Locus of Control Scale scores showed a significant relationship with religious affiliation and with Defining Issues Test scores.

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Effects Of Matching And Mismatching Corporate Employees Perceptual Preferences And Instructional Strategies On Training Achievement And Attitudes

Journal of Applied Business Research (JABR) ◽

10.19030/jabr.v11i3.5857 ◽

2011 ◽

Vol 11 (3) ◽

pp. 30 ◽

Cited By ~ 2

Author(s):

Rita Dunn ◽

Joanne Ingham ◽

Lawrence Deckinger

Keyword(s):

Instructional Strategies ◽

Learning Style ◽

Test Scores ◽

Semantic Differential ◽

Safety Training ◽

Driving Safety ◽

Achievement Scores ◽

Training Materials ◽

Dependent Variables ◽

Perceptual Preferences

This study analyzed the: (a) effects of matching and mismatching instructional strategies on the training-achievement test scores of employee classified according to their learning style perceptual preferencesauditory, visual, tactual, kinesthetic, or non-preferenced and (b) results each strategy produced on attitudes toward each of the two instructional strategiesauditory/visual and tactual/kinesthetic/visual. The perceptual preferences of 314 Route Sales Representatives were identified. Advanced driving-safety training materials were translated into two lessonsone auditory strategy with visuals, and one tactual/kinesthetic strategy with visualswhich the subjects received during a one-month period. A semantic differential scale assessed attitudes toward each of the two strategies. Four 3 x 2 ANOVAS for the identified, and then matched and mismatched, perceptual preferences were employed. Dependent variables of achievement and attitude toward instruction were assessed for each of the two training sessions. Significant differences emerged when subjects were matched and mismatched with instructional strategies congruent and incongruent with their diagnosed perceptual preferences. Achievement scores were significantly higher (p>.0001) for both sessions, as were attitudes (p>.0001) for Session 2, in complementary instructional treatments.

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