Academic Locus Of Control Research Articles

Academic locus of control, type A behavior, and college absenteeism.

Responses from 40 women and 56 men to the Academic Locus of Control Scale and the Framingham Type A Scale were unrelated to each other but correlated .49 and .55 and -.32 and -.37, respectively, with absences from class. Elimination of illness-related absences raised the correlations.

Concurrent Validity of the Academic Locus of Control Scale

In three studies of college students, significant correlations in the predicted direction were found between criterion process variables related to academic success and scores on the Academic Locus of Control (ALC) Scale. The criterion variables included verbal class participation, study time, and homework completion. Although the correlations were small, accounting for between 10% and 21% of the ALC variance, the validity of the scale was supported.

Academic Locus of Control and Required and Optional Class Attendance

Academic Locus of Control and Required and Optional Class Attendance

Academic locus of control: a relevant variable at tertiary level?

A survey of 744 first year students at an Australian university provides no evidence of significant sex, age, or faculty differences in those students' perceptions of their control over their own learning. A follow-up survey of 182 of this sample over two years later suggests that neither maturation nor the impact of tertiary study has brought about a significant change in these students' academic locus of control. However, cross-lagged analysis indicates that accepting responsibility for learning was causally dominant over the adoption of less superficial and more achievement oriented learning strategies. Implications of these findings for study skills training programmes are briefly outlined.

Academic Achievement and Locus of Control in Father-Absent Elementary School Children

Standardized achievement scores and academic locus of control were investigated in 28 father-absent (FA) and 28 father-present (FP) third-grade children of similar IQ characteristics. Father-absent children performed significantly worse than FP children in reading achievement. There were no differences between the two groups for spelling and arithmetic, but FA males performed significantly worse than FA females, whose achievement level was closer to that of the FP males and females. For academic locus of control, FA children, compared with FP children, tended to perceive successful achievement outcomes as being related to external sources of control such as task ease or teacher assistance. On the other hand, the two groups took similar responsibility for their failures. Together, the results of this study suggest that for FA and FP groups of similar IQ characteristics, there is already some evidence of the detrimental effects of father absence on cognitive development by the third grade. Further, the academic locus of control characteristics of the one-parent children suggest that their achievement deficits may become more marked in later grades.

Perceptions of self-managed learning opportunities and academic locus of control: A causal interpretation.

Perceptions of self-managed learning opportunities and academic locus of control: A causal interpretation.

Perceptions of self-managed learning opportunities and academic locus of control: A causal interpretation.

Perceptions of self-managed learning opportunities and academic locus of control: A causal interpretation.