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.

LOCUS OF CONTROL, MENTAL ABILITY, SELF-ESTEEM AND ALIENATION

1987 ◽  
Vol 15 (2) ◽  
pp. 233-236 ◽  
Author(s):  
Anton de Man ◽  
Thierry Devisse
Keyword(s):  
Locus Of Control ◽  
Social Isolation ◽  
Undergraduate Students ◽  
Self Esteem ◽  
Mental Ability ◽  
External Locus ◽  
External Locus Of Control ◽  
The Relationship

Fifty undergraduate students took part in an investigation of the relationship among locus of control, mental ability, self-esteem, and alienation. The results suggested that alienation is related to external locus of control and low self-esteem. No significant association was found for mental ability and alienation. The relationships among locus of control, mental ability, self-esteem, and the alienation subcomponents of powerlessness, normlessness, and social isolation were explored.

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.

Personal Beliefs, Information Availability, and Judgments of Academic Success

1979 ◽  
Vol 45 (2) ◽  
pp. 483-488 ◽  
Author(s):  
Thomas L. Morrison ◽  
Randall L. Morrison
Keyword(s):  
Academic Success ◽  
Locus Of Control ◽  
Self Esteem ◽  
Personal Beliefs ◽  
Social Desirability Scale ◽  
External Locus ◽  
Control Scale ◽  
Information Availability ◽  
Need For Approval ◽  
Grade Average

To assess the effects of personal beliefs and information availability on judgments of academic success, 86 college students either predicted before an examination or estimated after the examination the grade they would receive. Consistent with hypotheses, students with high self-esteem and high school self-esteem on the Coopersmith Self-esteem Inventory predicted higher grades compared to their prior grade average in the course than did students with low self-esteem. There were no differences for estimates. Contrary to hypothesis, the same results were obtained for students with high need for approval on the Marlowe-Crowne Social Desirability Scale. Also contrary to hypothesis, students with external locus of control on the Rotter Locus of Control Scale were more accurate than internals in estimating their grades.

Effects of Gender, Age, Locus of Control, and Self-Esteem on Estimates of College Grades

1980 ◽  
Vol 47 (3) ◽  
pp. 831-837 ◽  
Author(s):  
Marilyn A. Borges ◽  
Anne Roth ◽  
George T. Nichols ◽  
Barbara S. Nichols
Keyword(s):  
Locus Of Control ◽  
Social Desirability ◽  
Internal Control ◽  
Age Groups ◽  
Self Esteem ◽  
Social Desirability Scale ◽  
External Locus ◽  
Control Scale ◽  
Course Grades ◽  
College Grades

Test scores of four age-groups (<19, 20—24, 25—34, 35+ yr.) of students ( N = 169) on the Rotter I-E Locus of Control Scale, Coopersmith Self-esteem Inventory, and Marlowe-Crowne Social Desirability Scale were correlated with the students' accuracy in estimating their final course grades. Analysis showed that a combination of either high school self-esteem and internal control (females, 35+ yr. of age) or low school self-esteem and an external locus of control (18- and 19-yr.-old males) were associated with similar unrealistic estimates of classroom grades.

Self-Statements, Self-Esteem, and Locus of Control in Discriminating College Students' Scores on the Beck Depression Inventory

1996 ◽  
Vol 78 (2) ◽  
pp. 531-534 ◽  
Author(s):  
Stephen Madonna ◽  
Vincent D. Philpot
Keyword(s):  
College Students ◽  
Discriminant Analysis ◽  
Locus Of Control ◽  
Beck Depression Inventory ◽  
Undergraduate Students ◽  
Self Esteem ◽  
Automatic Thoughts ◽  
Stepwise Discriminant Analysis ◽  
Control Scale ◽  
Classification Analysis

To study the use of the ratio of positive to negative self-statements, locus of control, and self-esteem in discriminating between scores on the Beck Depression Inventory 145 undergraduate college students were administered the Beck Depression Inventory, Automatic Thoughts Questionnaire-Revised, Coopersmith Self-esteem Inventory-Adult Form, and the Rotter Locus of Control scale in their classrooms. A stepwise discriminant analysis indicated that five variables combined to yield a statistically significant discrimination among low, middle, and high scores on the Beck Depression Inventory. The classification analysis indicated that 77.1% ( n = 111) of the undergraduate students were correctly classified; 93.2% (82 of 88) were correctly classified as low scorers and 73.3% (18 of 46) were correctly classified as high scorers.

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.

Future Orientation and External Locus of Control

1979 ◽  
Vol 44 (3) ◽  
pp. 957-958 ◽  
Author(s):  
Fredrick Koenig
Keyword(s):  
Locus Of Control ◽  
Undergraduate Students ◽  
Future Orientation ◽  
The Other ◽  
External Control ◽  
External Locus ◽  
Control Scale ◽  
The Past ◽  
The Subject ◽  
External Locus Of Control

A group of 112 undergraduate students was administered the Rotter Internal-External Control Scale. Students who scored above the median in the distribution were categorized as having an external locus of control. The same students also were given the Circles Test which involves having the subject draw circles representing the past, present, and future. If the circle representing the future was larger than the other two, the subject was designated as future-oriented. It was hypothesized that students with external controls would tend to be future-oriented. The hypothesis was supported by the findings.

scholarly journals Self-image and value orientations of adolescents

2008 ◽  
Vol 40 (2) ◽  
pp. 288-305 ◽  
Author(s):  
Snezana Joksimovic ◽  
Dragan Janjetovic
Keyword(s):  
Locus Of Control ◽  
Common Good ◽  
Self Esteem ◽  
Value Orientations ◽  
Grammar School ◽  
External Locus ◽  
Control Scale ◽  
Self Image ◽  
Helping Others ◽  
The One

Self-image or self-consciousness comprises thoughts, feelings, evaluations and predictions about oneself and one's own behavior. Subject of the research is the linkage between self-conceptualization of adolescents and their value orientations. The aim is to determine whether there exists a correlation between locus of control and general self-esteem as elements of self-conceptualisation, on the one side, and value orientations of adolescents on the other. The Rosenberg Self-Esteem Scale and the locus of control scale by Bezinovic and Savcic were used for studying the components of self-conceptualisation. Values were operationalised using the desirability of certain goals in life and preference of different lifestyles. Research was conducted on the sample of 176 grammar school pupils aged 15 to 18. The findings indicate that adolescents who are characterized by the external locus of control accept hedonist, activist, social and cognitive lifestyle in a larger degree. Self-esteem is positively correlated with the aspiration towards becoming rich, and negatively with the desire for acquiring knowledge, care about others and activist way of living. The finding that the young of higher self-esteem are not oriented towards education, helping others and advocating for common good, can be ascribed to insufficient appreciation of these values in the environment they live in. The obtained findings point out to the need to reaffirm and encourage these values in youth, as well as to pay more attention to value education of pupils in school.

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