The Influence of Student Locus of Control and Teaching Method on Mathematics Achievement

Horak, Virginia M.; Horak, Willis J.

doi:10.1080/00220973.1982.11011834

Cited by 12 publications

(8 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…An internal locus of control refers to the belief that outcomes are a consequence of one's own actions, while external locus of control refers to the belief that outcomes are unrelated to one's own actions. There is some evidence that students with an internal locus of control benefit from less guided or structured instruction and students with an external locus of control benefit more from guided and structured instruction (Horak & Horak, 1982;Yeany et al, 1980). However, most of the studies investigating the interaction between locus of control and instruction were conducted within college mathematics classes and have not been generalized to other content areas (Pashler et al, 2009).…”

Section: Variablementioning

confidence: 97%

“…Personality measures have also been used as a tool to adapt training (Deutsch & Tobias 1980;Horak & Horak, 1982;Yeany, Dost, & Mattews, 1980). However, it is important to point out that these measures have mostly been studied in face-toface instructional settings, and more research will be needed to assess the efficacy of these techniques for computer-based instruction.…”

Section: Variablementioning

confidence: 98%

See 1 more Smart Citation

Review of Adaptive Training System Techniques

Landsberg

Astwood

Buskirk

et al. 2012

Military Psychology

View full text Add to dashboard Cite

The current review examined theoretical and empirical adaptive training systems research. Through our review of the literature, we identified different models of adaptive training, such as the macro, micro, aptitude-treatment interaction, and two-step approaches. Additionally, we identified different learner characteristics, such as personality and prior knowledge, that can be used as the basis for tailoring instructional content or difficulty. Finally, our review revealed that several empirical questions and considerations remain, such as adaptive training system evaluation, the relative effectiveness of different approaches, and interactions between individual difference variables and those chosen for adaptation.Recently, there has been an increased demand for advanced training techniques and technologies. One potential way to improve the effectiveness of a training system is to adapt it to better suit the learner. A review of the literature reveals that there are many definitions of Adaptive Training (AT), such as Park and Lee's (2003) explanation, which states that AT methods are "educational inter-

show abstract

Section: Variablementioning

confidence: 97%

Section: Variablementioning

confidence: 98%

Review of Adaptive Training System Techniques

Landsberg

Astwood

Buskirk

et al. 2012

Military Psychology

View full text Add to dashboard Cite

show abstract

“…Similar ATI findings have been made for locus of control, which refers to an individual's belief about whether his or her successes or failures are a consequence of internal or external factors (Rotter, ). A number of studies have found that students with an external locus of control demonstrated better understanding of material taught in highly guided instruction conditions, whereas students with an internal locus of control demonstrated better understanding in less highly guided conditions (Daniels & Stevens, ; Horak & Horak, ; Horak & Slobodzian, ; McLeod & Adams, 1980/1981). Like the ATI studies centering on cognitive ability, these studies suggest that differences in preferences for structure may differentially affect learning in training conditions high and low in structure.…”

Section: Introductionmentioning

confidence: 99%

Individual Differences in the Effectiveness of Error Management Training for Developing Negotiation Skills

Cullen

Muros

Rasch³

et al. 2013

Int J Selection Assessment

View full text Add to dashboard Cite

This study investigated whether the effectiveness of an error management approach to training negotiation knowledge and skill depended on individual differences in conscientiousness, extraversion, and openness to experience. Participants were randomly assigned to two training programs that incorporated key elements of an error management and behavioral modeling approach to training, and were trained in the complex interpersonal skill of negotiation. At the end of training, declarative knowledge acquisition, procedural knowledge acquisition, declarative knowledge retention, and transfer performance were assessed at different points in time. Results suggested that the effectiveness of the error management training program was dependent on individual levels of conscientiousness and extraversion. For several learning outcomes, the performance of highly conscientious and extraverted individuals was superior in the error management condition, while the performance of less conscientious and introverted individuals was superior in the behavioral modeling condition. The implications of these findings, and suggestions for future research, are discussed.

show abstract

“…Most of the AT1 studies dealing with locus of control have examined its effect on the learning process in high-and low-structure situations. Generally, research on locus of control predicts and supports that students with an external locus of control will excel in high-structure situations, while internal students will do better in lowstructure situations (Horak & Horak, 1982;Parent, Forward, Canter, & Mohling, 1975;Daniels & Stevens, 1976;Horak & Slobodzian, 1980). A study with preservice elementary teachers by Yeany, Dost, and Matthews (1980) found no interaction between instructional strategy and locus of control.…”

Section: Introductionmentioning

confidence: 99%

The effects of computer‐assisted instruction and locus of control upon preservice elementary teachers' acquisition of the integrated science process skills

1985

View full text Add to dashboard Cite

The purpose of this study was to determine the effects of computer-assisted instruction (CAI) versus a text mode of programmed instruction (PI), and the cognitive style of locus of control, on preservice elementary teachers' achievement of the integrated science process skills. Eighty-one preservice elementary teachers in six sections of a science methods class were classified as internally or externally controlled. The sections were randomly assigned to receive instruction in the integrated science process skills via a microcomputer or printed text. The study used a pretest-posttest control group design. Before assessing main and interaction effects, analysis of covariance was used to adjust posttest scores using the pretest scores. Statistical analysis revealed that main effects were not significant. Additionally, no interaction effects between treatments and loci of control were demonstrated. The results suggest that printed PI and tutorial CAI are equally effective modes of instruction for teaching internally and externally oriented preservice elementary teachers the integrated science process skills.

show abstract

The Influence of Student Locus of Control and Teaching Method on Mathematics Achievement

Cited by 12 publications

References 8 publications

Review of Adaptive Training System Techniques

Review of Adaptive Training System Techniques

Individual Differences in the Effectiveness of Error Management Training for Developing Negotiation Skills

The effects of computer‐assisted instruction and locus of control upon preservice elementary teachers' acquisition of the integrated science process skills

Contact Info

Product

Resources

About