Abstract
An investigation, through empirical research, of the relationship between education in Transactional Analysis theory and the Locus of Control of college students. Two questionnaire surveys were conducted before and after the Transactional Analysis classes, and personal narrative reports by the students were collected. It was found that psychology education in Transactional Analysis correlated with a reduction in scores for the External Control proclivity of the 81 students, and their assignments displayed similar proclivity. Transactional Analysis knowledge was shown to help students discover and explore their own potentials and liberate their creativity. It is proposed that an increase of transactional analysis theory in the education of college students should be considered.
Highlights
Introduction of TransactionalAnalysis by means of psychology classes covering seven areas of Transactional Analysis (TA): the three ego states of personality, contamination and decontamination, the four life positions, strokes and discounts, means of interpersonal communication and analysis, psychological games, life scripts, early decisions, and redecisions
One of the research instruments that the author employed in the class was the Adult Nowicki-Strickland Internal-External Control Scale, and the results showed that the students had significant decrease (P
The application of Transactional Analysis in systematic psychology education for the students correlated with an increase in their internal control
Summary
Analysis by means of psychology classes covering seven areas of TA: the three ego states of personality, contamination and decontamination, the four life positions, strokes and discounts, means of interpersonal communication and analysis, psychological games, life scripts, early decisions, and redecisions. The Adult Nowicki-Strickland Internal-External Control Scale (ANSIE) designed by Nowicki and Duke in 1974 was adopted in the research (Wang 1993b). The ANSIE Control Scale assesses the generalized expectancy of locus of control with internal control and external control as two ends of the continuum. It comprises 40 self-rated items, and the score ranges from 0 (internal control) to 40 (external control). The students’ writings speak for themselves, and allow concrete glimpses of the students’ changes and growth
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