Abstract
The effect of locus of control and classroom structure on persistence and attention in preschool children was examined. Teachers' ratings of persistence were obtained for 16 children from a relatively structured classroom and for 18 children from a relatively unstructured classroom. Locus of control was measured by administering the Preschool and Primary Nowicki-Strickland Internal-External Scale (Nowicki & Duke, 1974). As predicted, teachers from the structured classrooms rated externally controlled children as more persistent ( r=.55, p<.05), while teachers from the unstructured classroom rated internally controlled children as more persistent ( r= -.35, p<.10). Practical implications of this line of research for making classroom placement decisions are discussed.
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