Abstract
The purpose of this study was to investigate the relationship between children's locus of control scores and school achievement, as measured by reading scores, for low and upper-middle socioeconomic level (SEL) white and black groups. It was found that the low SEL group had significantly higher external scores than the upper-middle SEL group and that within the upper-middle group the blacks had higher external scores than the whites. However, within the low group, there was no relationship between race and external scores. Of the four groups, white low SEL, black low SEL, black upper-middle SEL, and white upper-middle SEL, the locus of control scores related to success in reading in only the latter group. It was found that the higher the external score, the lower the reading score. The findings are discussed in terms of their educational implications.
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