Relationship between Locus of Control and Maladaptive Fears

1982 ◽  
Vol 50 (3_suppl) ◽  
pp. 1249-1250 ◽  
Author(s):  
Gary S. Traub
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Linear Relationship ◽  
Statistical Significance ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Fear Survey Schedule

The Rotter I-E Scale and the Fear Survey Schedule were administered to 205 introductory psychology students. All but one of the 89 items on the fear schedule were related to externality and 66 of these correlations reached statistical significance. Over-all fear as reflected in the total score on the schedule was also significantly related to externality ( r = .40, p < .001). Contrary to the hypothesis of Phares (1976), there was no U-shape relationship between locus of control and fear. In general, the results support a linear relationship between externality and fear for college students.

scholarly journals Failing Grade: 89% of Introduction-to-Psychology Textbooks That Define or Explain Statistical Significance Do So Incorrectly

2019 ◽  
Vol 2 (3) ◽  
pp. 233-239 ◽  
Author(s):  
Scott A. Cassidy ◽  
Ralitza Dimova ◽  
Benjamin Giguère ◽  
Jeffrey R. Spence ◽  
David J. Stanley
Keyword(s):  
United States ◽  
Null Hypothesis ◽  
Classroom Instruction ◽  
Statistical Significance ◽  
Psychology Students ◽  
The United States ◽  
Introductory Psychology ◽  
Significance Testing ◽  
Null Hypothesis Significance Testing ◽  
Do So

Null-hypothesis significance testing (NHST) is commonly used in psychology; however, it is widely acknowledged that NHST is not well understood by either psychology professors or psychology students. In the current study, we investigated whether introduction-to-psychology textbooks accurately define and explain statistical significance. We examined 30 introductory-psychology textbooks, including the best-selling books from the United States and Canada, and found that 89% incorrectly defined or explained statistical significance. Incorrect definitions and explanations were most often consistent with the odds-against-chance fallacy. These results suggest that it is common for introduction-to-psychology students to be taught incorrect interpretations of statistical significance. We hope that our results will create awareness among authors of introductory-psychology books and provide the impetus for corrective action. To help with classroom instruction, we provide slides that correctly describe NHST and may be useful for introductory-psychology instructors.

Using Astrology to Teach Research Methods to Introductory Psychology Students

1986 ◽  
Vol 13 (3) ◽  
pp. 143-145 ◽  
Author(s):  
Roger A. Ward ◽  
Anthony F. Grasha
Keyword(s):  
Research Methods ◽  
Research Design ◽  
Statistical Significance ◽  
Data Interpretation ◽  
Psychology Students ◽  
Research Data ◽  
Introductory Psychology ◽  
Testing Hypotheses

A classroom demonstration designed to test an astrological hypothesis can help teach introductory psychology students about research design and data interpretation. The activity illustrates differences between science and nonscience, the role of theory in developing and testing hypotheses, making comparisons among groups, probability and statistical significance, and the complications involved in interpreting research data.

scholarly journals Popular psychological myths: A comparison of students’ beliefs across the psychology major

2014 ◽  
pp. 46-60 ◽  
Author(s):  
Catherine M Gaze
Keyword(s):  
College Students ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Teaching Of Psychology ◽  
Psychology Majors ◽  
Psychology Major ◽  
Upper Level

The present study investigates the frequency and confidence with which college students endorse popular psychological myths, contrasting introductory psychology students (at the beginning and end of the course) with upper-level psychology majors and students who have never taken Introduction to Psychology. Implications for the teaching of psychology will be discussed.

Re-Examination of the Relationship between Locus of Control and Field Independence/Dependence

1981 ◽  
Vol 53 (2) ◽  
pp. 555-561 ◽  
Author(s):  
Sing Lau ◽  
Cyril Figuerres ◽  
J. Kent Davis
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Linear Relationship ◽  
Field Dependence ◽  
Curvilinear Relationship ◽  
Field Independence ◽  
The Relationship

A total of 187 American and 90 Filipino college students were given Levenson's locus of control scales and the Thurstone's Goetschaldt hidden figures test. Consistent with past studies, no linear relationship between locus of control and field-independence was found. Results point fairly consistently to the existence of a curvilinear relationship instead. Those who were high in field-independence and high in field-dependence were more external than the individuals in the middle of the field-independence/dependence dimension. A similar curvilinear relationship was observed with the Filipino and the American subjects.

Comparison of Locus of Control in Freeloaders versus Nonfreeloaders

1979 ◽  
Vol 44 (1) ◽  
pp. 267-270
Author(s):  
P. A. Raimondo ◽  
M. L. Littell ◽  
A. E. Bourgeois ◽  
S. Barto ◽  
S. F. Cantini
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Introductory Psychology ◽  
Control Scale ◽  
Male Volunteers ◽  
Unobtrusive Measures ◽  
Paper Towels

To determine the incidence of freeloading by college students and to compare the locus of control of freeloaders versus nonfreeloaders, 25 female and 20 male volunteers from introductory psychology were administered Levenson's Locus of Control Scale and were fingerprinted. The subjects were then allowed to cleanse their hands. Unobtrusive measures of whether the subjects obtained paper towels by operation of a crank towel dispenser or freeloaded from a stack of folded towels placed above the dispenser were obtained. 25 nonfreeloaders and 15 freeloaders were identified and compared on Levenson's Internal, Powerful Others, and Chance Scales. Freeloaders were significantly lower on the Chance Locus of Control scale than were the nonfreeloaders.

Rape and Seduction Scripts

1988 ◽  
Vol 12 (2) ◽  
pp. 237-245 ◽  
Author(s):  
Kathryn M. Ryan
Keyword(s):  
College Students ◽  
Sex Differences ◽  
Sexual Behavior ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Sexual Scripts ◽  
Several Variables ◽  
Rape Education

Previous research has shown that rape judgments can be influenced by several variables; however, it is not known whether these variables appear in rape scripts. Moreover, although the script concept has been applied to sexual behavior (e.g., Gagnon & Simon, 1973; Laws & Schwartz, 1977), researchers have only just begun to explore the content of sexual scripts. The present study explored college students' rape and seduction scripts. Twenty introductory psychology students were asked to write about the “typical” rape and the “typical” seduction. These scripts were coded on 20 common dimensions. Results showed that the rape and seduction scripts were very different. Most subjects described a blitz rape: a woman who was outdoors was attacked by a male stranger who was mentally or socially unfit. The assailant was very angry and aggressive and the victim, very afraid. In contrast, the seduction was more frequently indoors and often involved alcohol. The participants were sometimes strangers and both sexes could initiate the event. Nevertheless, subjects disagreed as to the outcome. Finally, two interesting sex differences emerged in the current study. Implications of the current results for rape education were drawn.

Validity of College Students' Evaluations of Instructors' Competence

1975 ◽  
Vol 37 (3_suppl) ◽  
pp. 1112-1114 ◽  
Author(s):  
James Battle ◽  
Stephen Fabick
Keyword(s):  
College Students ◽  
Psychology Students ◽  
Introductory Psychology ◽  
The Other ◽  
Accurate Information ◽  
Inaccurate Information

37 introductory psychology students evaluated the competence of two lecturers. One lecturer presented inaccurate information but acted warm and entertaining. The other lecturer presented accurate information but acted aloof and straightforward. The entertaining lecturer was rated significantly more competent.

Temporal Personality Variations among Participants from a University Subject Pool

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1247-1254
Author(s):  
Ronald R. Holden ◽  
John R. Reddon
Keyword(s):  
Psychology Students ◽  
Temporal Variations ◽  
Introductory Psychology ◽  
Personality Variables ◽  
Personality Differences ◽  
Personality Research ◽  
Subject Pool

This study examined personality differences in participants from a university subject pool as a function of the time of participation during the academic term and year. For 150 introductory psychology students with required participation in a subject pool, significant associations were found between time of participation and specific personality variables as measured by Jackson's Personality Research Form. Significant temporal associations with more general personality modal profiles were also obtained. Investigators using university subject pools are warned that these temporal variations in personality may represent possible confounds in research.

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