Internal external control of reinforcement as a determinant of study habits and academic attitudes

Ramanaiah, Nerella V.; Ribich, Fred; Schmeck, Ronald R.

doi:10.1016/0092-6566(75)90011-2

Cited by 13 publications

(9 citation statements)

References 13 publications

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“…Thus an internal locus of control discourages a surface approach to studying which would have had a negative impact on academic achievement. This finding is consistent with previous research findings of Ramanaiah et al (1975), Watkins & Astilla (1984) and Salili (1994).…”

Section: Discussionsupporting

confidence: 94%

“…It was found, however, that internality is related to a less superficial learning approach. This finding was in line with the view that internal locus of control is related to the deep level learning which is more likely to lead to higher quality of learning outcomes (Ramanaiah, Ribich & Schmeck, 1975;Watkins, 1984;Watkins & Astilla, 1984). Perry & Penner (1990) also found that poor academic performance is associated with low perceived control.…”

Section: Academic Causal Attributionssupporting

confidence: 82%

“…Research findings have suggested that there are significant relationships between deep approaches to learning and both an internal locus of control and higher self-concept (Ramanaiah et al, 1975;Watkins & Biggs, 1996). It was pointed out that the belief of individuals whether they have control over their own learning is crucial in the adoption of learning approaches.…”

Section: Causal Attributions Self-concept and Learning Approachesmentioning

confidence: 99%

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Affective variables, learning approaches and academic achievement: a causal modelling investigation with Hong Kong tertiary students

Drew

Watkins

1998

Brit J of Edu Psychol

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Background. Academic learning outcomes are believed to be influenced by a complex system that involves the interaction of student personality characteristics and learning processes. Yet to date there have been few studies, particularly in a non-western culture, which have examined the interrelationships between these variables and their causal effects on achievement outcomes.Aims. This study aims to investigate the interrelationships of affective variables, learning approaches and academic achievement. It was hypothesised that academic causal attributions and academic self-concept affected the learning approaches the students adopted and subsequently influenced achievement outcomes.Sample. The participants were 162 male and female Hong Kong Chinese university students who enrolled in first year full-time Nursing, Radiography, and Language and Communication courses. Their average age was 20 years. Methods.Measures of academic causal attributions, academic self-concept, learning approaches and academic achievement were obtained. Structural equation modelling (SEM) techniques were used to test the relationships among the variables. Results. It was shown that as predicted, both academic causal attributions and academic self-concept influenced academic achievement indirectly via students' learning approaches. Locus of control was significantly and negatively related to the surface approach to studying while academic self-concept had a positive significant influence on the deep approach. Both the surface and the deep approaches to studying showed significant direct effects on academic achievement. Conclusions.The findings supported the theoretical notion that personality variables influence students' learning processes and subsequently their academic achievement. The findings also lend support to attributional retraining,

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Section: Discussionsupporting

confidence: 94%

Section: Academic Causal Attributionssupporting

confidence: 82%

Section: Causal Attributions Self-concept and Learning Approachesmentioning

confidence: 99%

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Affective variables, learning approaches and academic achievement: a causal modelling investigation with Hong Kong tertiary students

Drew

Watkins

1998

Brit J of Edu Psychol

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“…Although there is evidence of a significant relationship between deeper level learning and an internal locus of control (Ramanaiah, Ribich and Schmeck, 1975;Watkins, 1984;Watkins and Astilla, 1984) there is little data from which it can be concluded that this relationship is causal in nature. One of the purposes of this research, therefore, was to investigate the presence of causal predominance between locus of control and measures of the student's approach to learning.…”

Section: Introductionmentioning

confidence: 99%

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

Watkins

1987

High Educ

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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.

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“…Also excluded from the review were samples that were selected on the basis of psychopathology or social deviance (i.e., psychiatric hospitalization, alco holism, criminal behavior). [1977] A N-S I-E Scale NS Doherty [1980] Rotter I-E Scale NS Doherty [1981] Rotter I-E Scale M > F Feather [1967] Rotter I-E Scale Sample 1 M > F Sample 2 F > M Hersch and Scheibe [1967] Rotter I-E Scale NS Kawash and Scherf [1975] Rotter I-E Scale M > F Keller and Pugh [1976] Rotter I-E Scale M > F Levy et al [1972] Rotter I-E Scale NS MacDonald [1969] Rotter I-E Scale NS Prociuk and Breen [1975] Levenson I-E Scale NS Ramanaiak et al [1975] Rotter I-E Scale NS Richmond and de la Serna [1980] Rotter I-E Scale (Spanish) NS Roodin et al [1974] Rotter I-E Scale M > F Rotter [1966] Rotter I-E Scale NS Valle and Koeske [1974] Rotter I-E Scale NS Warehime and Founds [1971] Rotter I-E Scale NS Williams and Nickels [ 1969] Rotter I-E Scale NS…”

Section: A Sense O F Personal Identitymentioning

confidence: 99%

Psychological Individualism: Gender Differences or Gender Neutrality?

Archer¹,

Waterman²

1988

Human Development

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The primary purpose of this article was to examine research findings pertaining to whether the genders express psychological individualism comparably. Gender comparisons of scores on four constructs deemed to reflect psychological individualism (personal identity, self-actualization, internal locus of control, and principled moral reasoning) provide no basis for concluding gender differences exist. The relationships of these variables to measures of effective psychological functioning (personal well-being, competence, and social interdependence) were comparable for males and females. This gender-neutral finding is addressed in the context of a challenge to the traditional perspective that females are, and perhaps should be, connected while males are individuated.

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Internal external control of reinforcement as a determinant of study habits and academic attitudes

Cited by 13 publications

References 13 publications

Affective variables, learning approaches and academic achievement: a causal modelling investigation with Hong Kong tertiary students

Affective variables, learning approaches and academic achievement: a causal modelling investigation with Hong Kong tertiary students

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

Psychological Individualism: Gender Differences or Gender Neutrality?

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