Locus of Control, Test Anxiety, Academic Procrastination, and Achievement among College Students

2004 ◽  
Vol 95 (2) ◽  
pp. 581-582 ◽  
Author(s):  
Randy Carden ◽  
Courtney Bryant ◽  
Rebekah Moss
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Test Anxiety ◽  
Self Report ◽  
Academic Procrastination ◽  
Control Test ◽  
External Locus ◽  
Control Scale ◽  
Anxiety Test ◽  
Median Split

114 undergraduates completed the Internal–External Locus of Control scale, the Procrastination Scale, and the Achievement Anxiety Test. They also provided a self-report of their cumulative GPA. Students were divided into two groups by a median-split of 10.5, yielding an internally oriented group of 57 and an externally oriented group of 57. The former students showed significantly lower academic procrastination, debilitating test anxiety, and reported higher academic achievement than the latter.

Relationship between Locus of Control and Extraversion-Introversion in Predicting Academic Behavior

1981 ◽  
Vol 48 (3) ◽  
pp. 799-806 ◽  
Author(s):  
Larry W. Morris ◽  
Randy L. Carden
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Test Anxiety ◽  
Interactive Effects ◽  
Academic Behavior ◽  
External Locus ◽  
Control Scale ◽  
Eysenck Personality Inventory ◽  
Test Taking ◽  
External Locus Of Control

To investigate the interactive effects of internal-external locus of control and extraversion-introversion on test-taking behavior 58 college students were assigned to four groups according to Rotter's locus of control scale and the Eysenck Personality Inventory extraversion scale. External locus of control was positively related to Neuroticism and unrelated to Extraversion, as predicted. Immediately before a course examination, worry, emotionality, and three expectancy variables were assessed, and the time spent taking the examination (test impulsiveness) was recorded. As hypothesized, internals performed better (though they were no less anxious or impulsive) than externals, and extraverts were more impulsive (though they did not perform less well) than introverts. As predicted, external extraverts tended to perform worse than other students. Neuroticism was the only significant predictor of worry and emotionality (test anxiety).

Internal-External Control, Test Anxiety and Academic Achievement: Additional Data

1973 ◽  
Vol 33 (2) ◽  
pp. 563-566 ◽  
Author(s):  
Terry J. Prociuk ◽  
Lawrence J. Breen
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Test Anxiety ◽  
Additional Data ◽  
Grade Point Averages ◽  
External Control ◽  
Control Test ◽  
Control Scale ◽  
Grade Point ◽  
Anxiety Test

This study examined the relationships between the internal-external control and test anxiety constructs, and academic achievement. 87 college students were administered the I-E scale, Achievement Anxiety Test and the Academic Internal-External Control Scale, the latter developed for this research. Analyses of variance indicated that Ss experiencing facilitating test anxiety had significantly higher grade-point averages than those experiencing debilitating test anxiety. The hypothesis that internals would be more successful academically than externals, was not supported.

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.

Internal-External Scores and Success on an ESP Task

1972 ◽  
Vol 31 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Arline L. Bronzaft
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
External Locus ◽  
Control Scale ◽  
External Locus Of Control ◽  
The Relationship ◽  
Better Than

In an investigation of the relationship between Internal-External locus of control and success on an ESP task, 96 college students were given a shortened version of Rotter's I-E Control Scale and a task designed to measure ESP ability. As hypothesized, externals did better than internals on the ESP task.

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.

EFFECTS OF CONGRUENCE-INCONGRUENCE BETWEEN LOCUS OF CONTROL AND FIELD DEPENDENCE ON INTERPERSONAL BEHAVIOR

1977 ◽  
Vol 5 (1) ◽  
pp. 65-71 ◽  
Author(s):  
Amy B. Ehrlich ◽  
Andrew Broughton ◽  
Glen M. Vaught
Keyword(s):  
Locus Of Control ◽  
Self Report ◽  
Interpersonal Behavior ◽  
Interpersonal Distance ◽  
Social Stimuli ◽  
Control Scale ◽  
Perceptual Skills ◽  
Interpersonal Needs ◽  
Report Measure ◽  
Rod And Frame

Lefcourt and Telegdi's concepts of congruence and incongruence between perceptual skills and expectancies were examined with respect to interpersonal behavior. Four groups of subjects were formed using a portable rod-and-frame device and Rotter's locus of control scale. As predicted the two congruent groups used significantly less interpersonal distance with each of four different social stimuli as measured by Duke and Nowicki's comfortable interpersonal distance scale. There was no difference between congruent and incongruent groups on a self-report measure of interpersonal needs.

scholarly journals Perbedaan Locus of Control ditinjau dari Perspektif Agama pada Siswa SMA

ANALITIKA ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 44-54
Author(s):  
Eko Sujadi ◽  
Muhammad Odha Meditamar
Keyword(s):  
Locus Of Control ◽  
Random Sampling ◽  
External Locus ◽  
Control Scale ◽  
Internal Locus ◽  
Internal Locus Of Control ◽  
External Locus Of Control ◽  
Scale Data

Locus of control merupakan salah satu aspek psikologis yang ada pada diri manusia. Setiap individu memiliki perbedaan dalam locus of control. Perbedaan ini dipengaruhi oleh beberapa faktor, salah satunya adalah agama. Penelitian ini bertujuan untuk mendeskripsikan locus of control penganut Agama Islam, Katolik dan Protestan, serta mengungkapkan perbedaan locus of control dari ketiga penganut agama tersebut. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif dan komparatif. Teknik pengambilan sampel yang digunakan yakni random sampling dengan jumlah total 546 orang. Instrumen yang digunakan adalah Rotter's Internal-External Locus of Control Scale. Data dianalisis dengan menggunakan statistik deskriptif dan anova satu arah. Temuan penelitian ini meliputi: 1) locus of control penganut agama Islam, Protestan dan Katolik berada pada kategori internal locus of control; dan 2) tidak ditemukan adanya perbedaan locus of control antara tiga penganut agama tersebut. Peneliti memberi saran kepada seluruh penganut agama di Indonesia bahwa penting untuk memiliki internal locus of control. Internal locus of control yang dimaksud yakni meyakini bahwa diri memiliki kapasitas dan kontribusi untuk menentukan kehidupan namun dengan tidak melepaskan kewajiban berketuhanan. 

scholarly journals In everlasting fight against academic procrastination: The roles of classroom engagement and internal locus of control

2019 ◽  
Vol 8 (4) ◽  
pp. 647
Author(s):  
Yen Ling Hui ◽  
Kususanto Ditto Prihadi ◽  
Najiya I. Arif ◽  
Sam X. Y. Yap ◽  
Melissa J. Chua ◽  
...  
Keyword(s):  
Locus Of Control ◽  
Private University ◽  
Academic Procrastination ◽  
Classroom Engagement ◽  
Control Scale ◽  
Internal Locus ◽  
Internal Locus Of Control ◽  
Spss Software ◽  
The Relationship ◽  
Mediator Variable

<p><span>This study aims to test the hypothesis that classroom engagement mediates the relationship between students’ internal locus of control and academic procrastination. As many as 302 students from a private university between 18 to 26 years of age were recruited to respond to Internal-External Locus of control Scale, Classroom Engagement Inventory, and Academic Procrastination scale. Bootstrapping analyses were conducted by utilizing PROCESS Macro model 4 in SPSS software, and the results showed that the mediator variable fully mediates the link between the predictor and outcome variables. In other words, the direct effect of internal locus of control on academic procrastination was no longer significant when controlling for classroom engagement. Further discussion, implications and suggestions were presented at the end of the article.</span></p>

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