Social Desirability Response Bias in Children's Locus of Control Reports

1978 ◽  
Vol 43 (3) ◽  
pp. 924-926 ◽  
Author(s):  
Edward E. Will ◽  
Jo Ann Verdin
Keyword(s):  
High School Students ◽  
Locus Of Control ◽  
Response Bias ◽  
Social Desirability ◽  
Junior High School ◽  
Comprehensive Evaluation ◽  
School Students ◽  
Control Scale ◽  
Social Desirability Response Bias ◽  
Bivariate Regression

As part of a comprehensive evaluation of an in-school parenting education curriculum, 281 junior high school students in a major urban school district completed both the Nowicki-Strickland Locus of Control Scale for Children and the Crandall, Crandall, and Katkovsky Children's Social Desirability Questionnaire. Potential differences in influence of social-desirability response bias on the locus scores of students of differing race and sex were explored via zero-order correlations and bivariate regression. Although mean scores of black respondents were significantly higher than those of their white counterparts on measures of social-desirability response bias and external locus of control, Children's Social Desirability scores never accounted for more than 1% of the variance in the locus of control scores of any subgroup.

Cognitive Complexity-Simplicity as a Determinant of Internal-External Control

1983 ◽  
Vol 52 (3) ◽  
pp. 913-914
Author(s):  
Nicholas A. Vacc ◽  
Nancy Nesbitt Vacc
Keyword(s):  
High School Students ◽  
Locus Of Control ◽  
Junior High School ◽  
Cognitive Complexity ◽  
Junior High School Students ◽  
External Control ◽  
External Locus ◽  
School Students ◽  
Control Scale ◽  
The Relationship

The purpose of this study was to determine the relationship for 208 junior high school students between the Adapted Modified Role Repertory Test, a measure of cognitive complexity, and Rotter's Internal-External Locus of Control Scale which measures locus-of-control. No significant correlation appeared.

Development of a Depression Locus of Control Scale

1987 ◽  
Vol 60 (2) ◽  
pp. 583-589 ◽  
Author(s):  
Laurie Whitman ◽  
Sharon M. Desmond ◽  
James H. Price
Keyword(s):  
High School ◽  
High School Students ◽  
Locus Of Control ◽  
Construct Validity ◽  
Content Validity ◽  
Discriminant Validity ◽  
Reading Level ◽  
School Students ◽  
Control Scale ◽  
Validity Criterion

A 12-item Depression Locus of Control Scale was given to 117 white high school students. The scale has three subscales, internal (4 items), chance (4 items), and powerful others (4 items). Reliability assessed by test-retest was .55 and Cronbach alphas were for the subscales listed above .63, .73, and .66, respectively. Content validity, criterion-related validity, construct validity, and discriminant validity were examined. Reading level was at the eighth grade. It is recommended that the more specific Depression Locus of Control Scale be used in studies of depression.

Age Differences in Locus of Control and Self-Monitoring in China

1997 ◽  
Vol 81 (3_suppl) ◽  
pp. 1089-1090 ◽  
Author(s):  
Feng Li
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Locus Of Control ◽  
Junior High School ◽  
Individual Development ◽  
Control Beliefs ◽  
External Control ◽  
School Students ◽  
Self Monitoring

Locus of control and self-monitoring were measured in three age groups in Changchun, northeastern China: 164 junior high school students (12–15 yr.), 121 college students (16–26 yr.), and 46 adults (29–57 yr.). Analysis indicated that adults and college students scored higher on locus of control ( Ms = 10.0 and 9.2, scores indicating the number of external control beliefs affirmed) than high school students ( M = 6.1) and that adults scored lower on self-monitoring ( M = 8.7) than college and high school students ( Ms = 11.6 and 10.6). Such differences seem attributable to the interaction between individual development and some societal factors that are believed to foster external control beliefs and propensity to self-monitoring.

Cognitive and emotional determinants for destructive coping strategies by junior high school students in a social conflict situation

2016 ◽  
Vol 14 (1) ◽  
pp. 25-48
Author(s):  
Danuta Borecka-Biernat
Keyword(s):  
High School ◽  
High School Students ◽  
Locus Of Control ◽  
Coping Strategies ◽  
Junior High School ◽  
Junior High ◽  
Conflict Situation ◽  
Junior High School Students ◽  
School Students ◽  
Self Evaluation

Abstract My research purpose was to evaluate the contribution of self-evaluation, the locus of control and emotions in generating destructive coping strategies by junior high school students in a social conflict situation. I used the proprietary questionnaire to test adolescents’ coping strategies (KSMK), Self-evaluation Scale (SES) by M. Rosenberg, the Locus of Control Questionnaire (KBPK) by G. Krasowicz and A. Kurzyp-Wojnarska, and the Three-Factor Inventory of Personality States and Traits (TISCO) by C. Spielberger and K. Wrześniewski. Empirical studies were carried out in junior high schools in Wroclaw and the surrounding area. They involved 893 adolescents (468 girls and 425 boys) aged 13‒15. I stated in my research that low self-evaluation of a young man’s abilities, a strong conviction about the impact others have on positive or negative consequences of events and reacting with fear and anger co-exists with destructive adolescent coping strategies.

Personality traits and locus of control in situations of successes and failures among first grade junior high school students

2019 ◽  
Vol 57 (15) ◽  
pp. 38-62
Author(s):  
Sara Filipiak ◽  
Beata Łubianka
Keyword(s):  
High School ◽  
High School Students ◽  
Locus Of Control ◽  
Personality Traits ◽  
Junior High School ◽  
Junior High ◽  
First Grade ◽  
Openness To Experience ◽  
School Students ◽  
Successes And Failures

The situation of the change of education stage is an important moment in life of school children. Finishing elementary school education and transition into the first grade of junior high school is parallel to developmental psychophysiological changes which occur in the early adolescence. The need of acceptance of these changes and the necessity of adaptation to new environment and school demands, may be interpreted by students as a developmental chance or a risk. The article presents the results of research conducted on 560 students from first grades of junior high schools in the school year 2016/2017. The analysis pertained to estimate connections between personality traits in Big Five Model measured with Obrazkowy Pomiar Cech Osobowości Dzieci OPCO-D (Maćkiewicz, Cieciuch, 2012), and locus of control in the situations of successes and failures measured with Kwestionariusz do Badania Poczucia Kontroli KBPK (Krasowicz, Kurzyp-Wojarska, 1990). Boys are more extravert, eager to engage and experience more positive emotions in social interactions than girls. Girls, in turn, scored higher in features linked with anxiety than boys. In terms of locus of control, results indicate it is not formed yet, both in the situations of successes and failures. There is no difference between boys and girls in the way how they explain causes of events which they experience. The strongest correlations between personality traits and locus of control were reported in links between locus of control and consciousness, openness to experience and agreeableness. Moreover, the results revealed interaction effect between gender and openness to experience, only in the situations of successes.

Vocational Interests of Adolescents: Relationships between Self-Esteem and Locus of Control

1997 ◽  
Vol 81 (3_suppl) ◽  
pp. 1363-1371 ◽  
Author(s):  
Ann K. Mullis ◽  
Ronald L. Mullis
Keyword(s):  
High School ◽  
High School Students ◽  
Locus Of Control ◽  
Vocational Interests ◽  
Self Esteem ◽  
External Locus ◽  
School Students ◽  
Control Scale ◽  
Interest Inventory ◽  
Internal Locus Of Control

The purpose of this study was to examine relationships among scores on vocational interests, self-esteem, and locus of control for high school students. Grade and sex differences were also examined. 1364 high school students ranging in age from 14 to 19 years of age were administered the Coopersmith Self-esteem Inventory, Nowicki-Strickland Locus of Control Scale for Children, and the Strong-Campbell Interest Inventory. High school students with higher scores on self-esteem and showing an orientation toward internal locus of control expressed more interests in a variety of vocational themes than adolescents with lower scores on self-esteem and scores for external locus of control. Sex and grade differences in vocational interests of adolescents were also noted. The findings were discussed in light of theoretical and practical considerations.

Construct Validity of the Nowicki-Strickland Locus of Control Scale for Children

1981 ◽  
Vol 48 (2) ◽  
pp. 427-432 ◽  
Author(s):  
Ronald W. Belter ◽  
Erwin H. Brinkmann
Keyword(s):  
High School Students ◽  
Locus Of Control ◽  
Internal Control ◽  
External Control ◽  
School Students ◽  
Control Scale ◽  
Control Orientation ◽  
External Sources ◽  
Magical Beliefs ◽  
Relevant Component

Rotter's formulation of locus of control as the attribution of control over reinforcements to oneself (internal control) or to others (external control) is discussed in relation to the individual's belief in such supernatural powers as luck, chance, fate, superstition, God, astrology, etc. The validity of the Nowicki-Strickland Locus of Control Scale for Children in measuring levels of attribution to such external sources of control is assessed. For 182 high school students, a significant positive correlation was obtained between locus of control scores and magical beliefs scores, with an external orientation associated with higher levels of magical beliefs. No significant correlation was obtained between locus of control scores and belief in God. The results indicate that attribution of control to supernatural powers is a small, but relevant, component of an individual's control orientation and provide support for the continued study of the Nowicki-Strickland children's scale as a measure of locus of control.

P01-334-Investigation the role of mother's parenting styles on locus of control and self – concept of children

2011 ◽  
Vol 26 (S2) ◽  
pp. 336-336
Author(s):  
M. Pourabdolisardroud
Keyword(s):  
High School Students ◽  
Locus Of Control ◽  
Parenting Style ◽  
Parenting Styles ◽  
Junior High School ◽  
Pearson Correlation ◽  
Child Rearing ◽  
Self Concept ◽  
School Students ◽  
The Relationship

Introduction&ObjectivesThe present study investigated the relationship between mother's attitudes towards child rearing practices with child perception of those styles, locus of control and self – concept.MethodThe sample consisted of 388 third grade males in the junior high school students and their literate were selected from five educational districts who completed the Parental Authority Questionnaire, the Parenting Style Survey, the Nowicki – Strickland Locus of Control Scale and Tennessee Self- concept Test. The data were analyzed using Pearson correlation formula and Anova.ResultsThe findings of the study are so follow: The relationship between mother's attitude toward child rearing practice and child's perception of those styles was not statistically significant. The relationship between mother's attitude toward child rearing practice, child locus of control and self-concept were not significant, but the relationship between child's perception of their mother's parenting style, child's locus of control and self-concept were statistically significant. The relationship between locus of control and self-concept was also statistically significant.

Effects of Mental Practice and Locus of Control on Performance of Dart Throwing

1983 ◽  
Vol 56 (3) ◽  
pp. 807-812 ◽  
Author(s):  
Harvey Wichman ◽  
Paul Lizotte
Keyword(s):  
High School Students ◽  
Locus Of Control ◽  
Mental Practice ◽  
Control Group ◽  
School Students ◽  
Control Scale ◽  
Internal Locus Of Control ◽  
Throwing Accuracy ◽  
Dart Throwing ◽  
Perceived Locus Of Control

This study examined the effects of perceived locus of control and mental practice on dart throwing. The participants were high school students selected on the basis of their scores on the Nowicki-Strickland Locus of Control Scale. Of 130 students tested, the 40% with the most extreme internal and external scores were selected and pretested for dart-throwing accuracy. They were then randomly assigned to either a mental practice or no-practice control group. Following four days of mental practice for that group, all participants were again tested for accuracy. Mental practice produced a significant improvement in accuracy but almost exclusively for participants with an internal locus of control.

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