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Locus of Control

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Locus of Control & Children s Performance in Schools Jennifer Elias, Don Ghrist, Negar Zivari California State University, Northridge Previous Research ... – PowerPoint PPT presentation

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Title: Locus of Control


1
Locus of Control Childrens Performance in
Schools
  • Jennifer Elias, Don Ghrist, Negar Zivari
  • California State University, Northridge

2
Previous Research
  • Adalbjarnardottir (1995) states older children
    exhibit more internal locus of control than
    younger children.
  • Anderson, et al. (1976) state that intrinsic
    motivation will decrease with the addition of
    external awards which alone are supposed to be
    reason enough for a childs performance.

3
Previous Research
  • Grolnick (1987) Looked at the impact of
    environmental conditions and childrens
    motivational orientations on learning outcomes.
  • Day (1999) examined the predictive ability of
    locus of control and academic success among
    college students.

4
Purpose
  • To further investigate changes in locus of
    control in elementary school children.
  • Study looked at locus of control and Stanford-9
    scores, grades, and grade level.

5
Method
  • 36 students ranging in grades from 3 to 6 from a
    suburban elementary school in Ventura County, CA.
  • Male to female ratio was approximately equal.
  • Grades tested separately.
  • Majority Caucasian of primarily low-middle to
    upper-middle class.

6
Measures
  • Norwicki and Strickland Locus of Control Scale
    for Children.
  • Paper pencil test of nineteen questions with a
    yes/no response mode.
  • Reviewed student Cum files for most current
    Language Arts, Mathematics, and Social Science
    grades.
  • Reviewed student Stanford-9 Total Reading, Total
    Math, and Total Language scores.

7
Results
  • Wilkes Lambda multi-linear regression model.
  • Overall p.047 that internally motivated students
    score higher across the board.
  • Mathematics grades p.004.
  • Language Arts grades p.008.
  • Social Studies was not significant p.217.

8
Stanford-9 scores
  • Stanford-9 Total Reading was not significant
    p.113
  • Approached Stanford-9 Total Language p.052
  • Stanford-9 Total Mathematics p.005

9
Correlation Matrix
  • Relationship between dependent variables (Grades
    and Stanford-9 scores)
  • Positive for all factors at 0.01 level (2-tailed)
    except Social Studies grades which did not
    correlate with Stanford-9 Total Math or Total
    Reading.

10
Discussion
  • Schools do not change locus of control as
    children progress through elementary grades.
  • Internal locus of control played a major factor
    in regards to achievement in Math and Language
    Arts grades.
  • Internal locus of control played a major factor
    in regards to Stanford-9 Total Math and
    approached Total Language.

11
Suggestions for Future Research
  • Investigate childrens perceived social status in
    regards to locus of control.
  • Teachers gender in relation to the gender of the
    child, and the childs performance in the
    classroom and on standardized tests.
  • Looking at children of different ethnicities, and
    recent immigrants.
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