Locus of Control and Effects of Failure on Performance and Perceived Competence

Shavit, Hana; Rabinowitz, Aaron

doi:10.1207/s15327752jpa4203_7

Cited by 6 publications

(3 citation statements)

References 8 publications

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“…Several studies with similarly diverse independent and dependent measures offer support for an interactive model Lefcourt, Miller, Ware, & Sherk, 1981;Miller & Cooley, 1981;Sandier & Lakey, 1982;Wheaton, 1983). In addition, laboratory findings suggest that locus of control moderates the effects of experimentally induced stress (e.g., Albert & Celler, 1978;Averill, 1973;Hiroto, 1974;Miller, 1979;Shavit & Rabinowitz, 1978;Thompson, 1981). Kobasa's (1979) findings have also been viewed as providing further support for this position.…”

mentioning

confidence: 99%

Stress, externality, and depression

Ganellen

Blaney

1984

Journal of Personality

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Previous research has found mixed support for the possibility that locus of control moderates the effects of life stress on depression. Two methodological choices may have influenced previous findings: the use of a unidimensional rather than a multidimensional locus of control scale, and reliance on linear statistical methods using median splits. We attempted to correct these choices by using the Levenson IPC scale (1974) and multiple regression analyses in a female undergraduate population (N = 158). The results supported use of a multidimensional scale, since Stress, Internality, and Powerful Others were found to have main effects on depression whereas Chance interacted with life stress. The question of whether locus of control refers to responsibility for causing an event, i.e., self-blame, or belief in control over future events, i.e., coping behavior, was discussed.

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mentioning

confidence: 99%

Stress, externality, and depression

Ganellen

Blaney

1984

Journal of Personality

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“…Evidence for the effectiveness of measures that assess perceived academic abilities is similarly sparse. Though such measures have occasionally been applied to predicting the effects of subgoal failure (Bandura & Cervone, 1983; Shavit & Rabinowitz, 1978), each scale has been examined separately, and results vary across scales. Thus, it is unclear which measures should be administered or how measures might be combined to create a profile that would effectively identify vulnerable students.…”

Section: Prior Research On Individual Differences and Academic Persismentioning

confidence: 99%

The Academic Response-to-Failure Scale: Predicting and Increasing Academic Persistence Post-Failure

Zemack‐Rugar

Corus

Brinberg

2019

Journal of Marketing Education

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When students experience failure in the pursuit of a marketing degree (e.g., on a test or a course), do they persist or relent their academic efforts? Relenting can lead to long-term academic failure and severe negative consequences for students, universities, and society. Thus, identifying students prone to relenting and directing resources to help them persist is important. We address this need by leveraging prior research on the response-to-failure construct to develop and validate a new measure: the Academic Response-to-Failure Scale. Two studies validate the measure, and two additional studies show that it predicts post-failure persistence and relenting more effectively than 12 related measures. Because the scale uses students’ chronic cognitive and emotional responses to subgoal failure to predict post-failure relenting, it can be applied to design interventions that modify these responses to improve persistence. A final study tests one such intervention, showing that it improves post-failure persistence, particularly for students who otherwise tend to relent. We provide recommendations on how the Academic Response-to-Failure Scale can be used to identify vulnerable students, to design interventions that can help increase these students’ persistence, and to target those interventions and create meaningfully differentiated learning environments.

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“…On the other hand, we expected the CO of health to be related positively to internal control because of the evidence that persons with external locus of control are more severely affected than internals by mild (e.g. Shavit and Rabinowitz, 1978) or severe stressors (e.g. Turner and Noh, 1983), have less hardiness (Kobasa, 1982), tend to develop hypertension (Nadich, 1974) and other physical disorders (Darrow, 1973), engage less in taking care of their health and comply less with health regimen (Strickland, 1979;Weaver, 1972), and adjust less well to chronic illness (Reid, 1984).…”

Section: Hypotheses and Expectationsmentioning

confidence: 99%

The psychological profile of the health‐oriented individual

Kreitler

1991

Eur J Pers

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This study was designed to explore the psychological characteristics of individuals who score high on a measure assessing health orientation. The measure was constructed in the framework of the cognitive orientation theory and consists of beliefs of four types (about goals, rules and norms, oneself, and general) referring to themes such as trusting people, control, and enjoyment. The subjects were 176 healthy adults (88 men, 88 women) in the age range 31-50 ( M = 39.4 years) examined in the framework of a health survey. They were administered the Cognitive Orientation of Health Questionnaire and other measures assessing emotions, authoritarianism, locus of control, daydreaming, repressiveness, neuroticism, somatic complaints, somatization, and alexithymia. The main results obtained by ANOVA and multiple regression analyses were that high-scorers on health orientation also scored higher on love, joy, contentment, hostility, jealousy (men only), emotional reactions, positive daydreams, internal control, repressiveness, neuroticism, functional-actional self-descriptions, and negative selfreferences. High-scorers on health orientation scored lower on depression, anxiety, fear, jealousy (women only), negative daydreams, poor attentional control, somatic complaints, somatization, alexithymia, positive self-references, and self-descriptions that capitalize on body parts, weight, and appearance. The major conclusions refer to the conception of a psychological general health orientation and its manifestations.

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Locus of Control and Effects of Failure on Performance and Perceived Competence

Cited by 6 publications

References 8 publications

Stress, externality, and depression

Stress, externality, and depression

The Academic Response-to-Failure Scale: Predicting and Increasing Academic Persistence Post-Failure

The psychological profile of the health‐oriented individual

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