Predictors of Academic Self-Concept of Older Adults

1989 ◽  
Vol 65 (3) ◽  
pp. 771-774 ◽  
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.

scholarly journals An Examination of Meaning in Life, Satisfaction with Life, Self-Concept and Locus of Control among Teachers

2017 ◽  
Vol 6 (1) ◽  
pp. 21 ◽  
Author(s):  
İbrahim Taş ◽  
Murat İskender
Keyword(s):  
Life Satisfaction ◽  
Locus Of Control ◽  
Meaning In Life ◽  
Satisfaction With Life ◽  
Negative Relationship ◽  
Self Concept ◽  
Satisfaction With Life Scale ◽  
Control Scale ◽  
Several Variables ◽  
Life Scale

The aim of this study is to examine meaning in life, satisfaction with life, self-concept and locus of control among teachers by several variables. The research group was composed of 363 teachers (114 [40%] women, 219 [60%] men) working in several districts of İstanbul. The data were collected with Meaning in Life Scale (MLS), Satisfaction with Life Scale (SWLS), Social Comparison Scale (SCS), and Rotter’s Locus of Control Scale (RLCS). Pearson’s Correlation Analysis, Independent Samples T-Test and Mann Whitney-U and Kruskal-Wallis H test were utilized. A positive relationship was found between experienced meaning in life and satisfaction with life and self-concept while a negative relationship was found between experienced meaning in life and locus of control. Expected meaning in life, satisfaction with life and locus of control were found to differ by gender. It was also determined that expected meaning in life and self-concept differed by marital status.

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.

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.

scholarly journals External Locus of Control and Demographic Data as Determinant Factors of Trauma Resilience: A Study among Young Women Who Were Exposed to Violence

2021 ◽  
Vol 4 (2) ◽  
pp. 104
Author(s):  
Alfina Rizkia ◽  
Chandradewi Kusristanti
Keyword(s):  
Locus Of Control ◽  
Young Women ◽  
Demographic Data ◽  
Self Control ◽  
Traumatic Experiences ◽  
Control Scale ◽  
Resilience Scale ◽  
Significant Difference ◽  
Problem Solving Behavior

The number of violent incidents on women is increasing every year in Indonesia. Some women can survive through traumatic experiences, and it is related to their resilience. Locus of control (LoC) is known to contribute to resilience by enhancing individuals’ self- control and problem-solving behavior. This study aims to determine the role of LoC in trauma resilience among 134 young women (20 – 40 years old) who were exposed to violence (domestic, physical, and sexual) and a minimum of high school education. This study used a quantitative approach with the Locus of Control Scale (α = 0.732, 18 items) and the Trauma Resilience Scale (α = 0.961, 48 items). Two hypotheses are proved in this study: (1) external LoC significantly contributes to trauma resilience (p = .000, R2 = .139), (2) there is a significant difference between violence exposure (<.001), perpetrators (.005), and disclosure to others about their experience of violence (.009). We also found that no participants reported a dominant internal LoC, so future studies are advised to focus on women who were exposed to violence with a more dominant internal LoC.

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.

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.

Impact of Teachers' Morale on the Classroom

1987 ◽  
Vol 65 (3) ◽  
pp. 767-770 ◽  
Author(s):  
Rita Stevens ◽  
William White
Keyword(s):  
Locus Of Control ◽  
School Districts ◽  
Language Arts ◽  
Test Scores ◽  
Stepwise Regression ◽  
Teacher Morale ◽  
Semantic Differential ◽  
Achievement Scores ◽  
Multiple Correlation ◽  
Control Scale

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.

Hemisphericity, Locus of Control, and Grade Point Average among Middle and High School Boys and Girls

1985 ◽  
Vol 60 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Molly J. Brog
Keyword(s):  
High School ◽  
Locus Of Control ◽  
School District ◽  
Grade Point Average ◽  
Learning Style ◽  
Significant Relationship ◽  
Control Scale ◽  
Grade Point ◽  
The Difference ◽  
Relationship Of

The Learning Style Questionnaire and the Children's Nowicki-Strickland I-E Control Scale were given to 128 boys and girls in Grades 8 and 11 in the La Grande (Oregon) School District. Each subject's previous year's grade point average was obtained to determine the relationships among hemisphericity, locus of control, and achievement. Also assessed, including interactions, were differences in hemisphericity, locus of control, and achievement by sex and grade. There was a significant relationship (of low practical value) between locus of control and GPA only. The difference in hemisphericity scores with respect to grade was significant.

scholarly journals GAYA BELAJAR, MOTIVASI BERPRESTASI, LOCUS OF CONTROL DAN ACADEMIC SELF-CONCEPT MAHASISWA FIK UNCEN

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Miftah Fariz Putra
Keyword(s):  
College Students ◽  
College Student ◽  
Locus Of Control ◽  
Learning Style ◽  
Achievement Motivation ◽  
Visual Learning ◽  
Self Concept ◽  
Internal Locus Of Control ◽  
Aural Learning ◽  
The Mean

The aim of this research was to find out (1) profile of learning style, achievement motivation, locus of control, academic self-concept of the college student of FIK Uncen, (2) difference of learning style, achievement motivation, locus of control, academic self-concept of the college student of FIK Uncen to view gender.  The result of this research was (1) there was 7 (9,6%) college students that have visual learning style, 19 (26,0%) college students that have aural learning style, 16 (21,9%) college students that have read/write learning style, 31 (42,5%) college students that have kinesthetic learning style. There was no difference learning style to view gender, (2) the mean of achievement motivation of the effort dimension have more higly score (29) than both the choice dimension (21) and the persistence dimension (19). There was no difference achievement motivation to view gender, (3) there was 63 (86,3%) college students that have internal locus of control and 10 (13,7%) college students have external locus of control. There was no difference locus of control to view gender (4) there was 18 (24,7%) college students that have high academic self-concept, 55 (75,3%) college students that have medium academic self-concept, and 0 (0%) college students that have low academic self-concept. There was no difference academic self-concept to view gender. Key words: Gaya belajar, motivasi berprestasi, locus of control, academic self-concept 

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