Difference between revisions of "Locus of Control"
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| − | In a study of 397 undergraduates, Shell & Husman (2008) obtained multiple motivational measures including control (labeled as either “internal” or “external”), goal orientation, and self-regulation. In this study, “control” was a | + | In a study of 397 undergraduates, Shell & Husman (2008) obtained multiple motivational measures including control (labeled as either “internal” or “external”), goal orientation, and self-regulation. In this study, “control” was a comprehensive construct that included self-efficacy and expectancy for success measures in addition to typical locus of control questions. |
Shell & Husman analyzed the self-regulation and goal orientation participant self-reported data as a function of students’ control data and found three characteristic patterns: | Shell & Husman analyzed the self-regulation and goal orientation participant self-reported data as a function of students’ control data and found three characteristic patterns: | ||
Revision as of 04:53, 26 March 2009
Locus of Control is a psychological phenomenon that was first identified in the mid-1900s by the American psychologist Julian Rotter. Locus of Control describes the degree to which an individual believes his or her actions cause various outcomes. This article will provide a brief historical summary of the definition of Locus of Control, an outline of measures used to quantify the degree to which a particular individual is characterized by an internal or external Locus of Control, its applications in formal and informal learning environments, and possible relationships between Locus of Control and several other motivational constructs.
Contents
Definition
Measurement
Educational Applications
Control and Incidental Course Knowledge
Control and Self-Regulation Strategies
In a study of 397 undergraduates, Shell & Husman (2008) obtained multiple motivational measures including control (labeled as either “internal” or “external”), goal orientation, and self-regulation. In this study, “control” was a comprehensive construct that included self-efficacy and expectancy for success measures in addition to typical locus of control questions.
Shell & Husman analyzed the self-regulation and goal orientation participant self-reported data as a function of students’ control data and found three characteristic patterns: 1. High control correlated with high self-regulated learning and low Control correlated with low Self-Regulated learning strategies 2. Learned helplessness 3. High control without self-regulation strategies
Other Applications
- Health psychology
- Sports psychology
Relationships to Other Motivational Constructs
- Learned Helplessness
- Expectancy Value Theory
- Attribution Theory
- Intrinsic vs. Extrinsic Motivation
References
- Dollinger, S. J. (2000). Locus of control and incidental learning: An application to college student success. College Student Journal. 34(4), 537-540.
- Furnham, A., & Steele, H. (1993). Measuring locus of control: A critique of general, children's health- and work-related locus of control questionnaires. British Journal of Psychology. 84(4), 443-479.
- Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008)Motivation in Education: Theory, Research, and Applications (Third Edition). Upper Saddle River: Pearson Prentice Hall.
- Shell, D. F., & Husman, J. (2008). Control, motivation, affect, and strategic self-regulation in the college classroom: A multidimensional phenomenon. Journal of Educational Psychology. 100(2), 443-459.
