Locus of control, instructional mode and students' achievement

Owie, Ikponmwosa

doi:10.1007/bf00154129

Cited by 3 publications

(1 citation statement)

References 12 publications

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“…Ikponmwosa Owie (1983) found that internally oriented students appeared to attain higher levels of achievement and the externally oriented students were found to be more comfortable under conditions. It means that Externalaizers attribute success to chance, environment, and the conditions.…”

Section: Discussionmentioning

confidence: 98%

On the relationship between locus of control and translation achievement of Iranian translation students

Keshmandi¹,

Akbari²,

Ghonsooly³

2015

IJRSE

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The present study examines the relationship between Locus of control and translation achievement. The participants included 100 (73 female and 27 male) BA senior students studying English translation as their major at Imam Reza International University and Khayyam Institute of higher education. Both male and female students responded to Internal Locus of Control Index (ICI) questionnaire. They were divided into Internalizers/ Externalizers according to the scores gained in the ICI. The results of the study indicated that students' Locus of control have a positive and significant relationship with their translation achievement. Internalizers outperformed Externalizers in their translation task and it also revealed that as translation students' LOC increases, their translation achievement increases significantly. Locus of control as a psychological construct, has been the focus of attention in recent decades, therefore, the findings of current study will result in higher translation achievement of students and will help translation instructors plan better for the improvement of their students.

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Section: Discussionmentioning

confidence: 98%

On the relationship between locus of control and translation achievement of Iranian translation students

Keshmandi¹,

Akbari²,

Ghonsooly³

2015

IJRSE

View full text Add to dashboard Cite

show abstract

Instructional Options and Encouragement Effects in a Microcomputer-Delivered Concept Lesson

Carrier¹,

Davidson

Williams

et al. 1986

The Journal of Educational Research

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Development and Immediate Impact of a Self-Instruction Curriculum for an Adolescent Indicated Drug Abuse Prevention Trial

et al. 2002

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This article describes the development and immediate impact of a self-instruction indicated drug abuse prevention program, Project Towards No Drug Abuse (TND). Self-instruction programming often is used to help youth that are at high risk for dropout and drug abuse to complete their high school education, and is a method of choice among educators at alternative high schools. This article describes the justification for the self-instruction program, keys to good programmed self-learning, and how a 12-session health educator delivered program was converted to a self-instruction format. In addition, the immediate impact of a 3-group experimental trial is presented. Health educator led, self-instruction, and standard care control conditions are compared on knowledge change, and the two program conditions are compared on process ratings. Self-instruction programming can be successfully adapted from a health educator-led format, though the lack of student group interaction in this modality may limit its receptivity among students.

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Locus of control, instructional mode and students' achievement

Cited by 3 publications

References 12 publications

On the relationship between locus of control and translation achievement of Iranian translation students

On the relationship between locus of control and translation achievement of Iranian translation students

Instructional Options and Encouragement Effects in a Microcomputer-Delivered Concept Lesson

Development and Immediate Impact of a Self-Instruction Curriculum for an Adolescent Indicated Drug Abuse Prevention Trial

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