Self-Concept and Locus of Control as Related to Achievement of Junior High Students

1983 ◽  
Vol 1 (4) ◽  
pp. 367-375 ◽  
Author(s):  
Kay Diesterhaft ◽  
Kathryn Gerken
Keyword(s):  
Locus Of Control ◽  
Junior High ◽  
Self Concept ◽  
Junior High Students

Self-concept changes of junior high students.

1973 ◽  
Vol 20 (5) ◽  
pp. 493-494 ◽  
Author(s):  
Sally Fullerton
Keyword(s):  
Junior High ◽  
Self Concept ◽  
Junior High Students

SELF-CONCEPT: THE GENERALIZABILITY OF RESEARCH ON THE SDQ, MARSH/SHAVELSON MODEL AND I/E FRAME OF REFERENCE MODEL TO UNITED ARAB EMIRATES STUDENTS

2000 ◽  
Vol 28 (4) ◽  
pp. 309-322 ◽  
Author(s):  
Maher M. Abu-Hilal ◽  
Tawfik M. Bahri
Keyword(s):  
Elementary Students ◽  
United Arab Emirates ◽  
Junior High ◽  
Reference Model ◽  
Factor Model ◽  
Frame Of Reference ◽  
Self Concept ◽  
Junior High Students ◽  
The Hierarchical Structure ◽  
Best Fitting

This study examined the structure of self-concept (SC) and the internal/external (I/E) frame of reference model for elementary (n = 276) and junior high (n = 293) students in the United Arab Emirates. The results provided support for the multifaceted interpretation for both groups of students. However, the study provided stronger support for the hierarchical structure with junior high than with elementary students' data. Higher-order confirmatory factor analysis (HCFA) of each group revealed that the second-order factor model was the best fitting model. The pattern of correlations indicated that SC in various areas becomes more differentiated with age. Self-concept dimensions were more distinct for junior high students than for elementary students. SDQ-I subscales were more reliable with junior high students (range: .72-.94) than with elementary students (range: .74-.90). The study provided partial support to the propositions of the I/E frame of reference model for both groups of students. MANOVA revealed that elementary students demonstrated significantly higher mean scores than did junior high students on two of the seven SC subscales (math and school SCs).

Internal-External Control, Divergent Thinking and Levels of Abstractness

1973 ◽  
Vol 32 (3_suppl) ◽  
pp. 1035-1041 ◽  
Author(s):  
Erwin J. Lotsof ◽  
Joann Steinke
Keyword(s):  
Locus Of Control ◽  
Divergent Thinking ◽  
Junior High ◽  
Sorting Task ◽  
External Control ◽  
Junior High Students ◽  
Relationship Of ◽  
The Relationship

This study deals with the relationship of scores on Rotter's I-E scale with scores on Guilford's Unusual Uses Tests and on a sorting task judged for level of abstractness ( n = 90 junior high students). There were no relationships between the locus of control scores and measures of uncommonness and of levels of abstractness of responses.

scholarly journals Locus of Control, Sources of Motivation, and Mental Boundaries as Antecedents of Leader–Member Exchange Quality

2010 ◽  
Vol 106 (1) ◽  
pp. 175-188 ◽  
Author(s):  
John E. Barbuto ◽  
Dayna Finch Weltmer ◽  
Lisa A. Pennisi
Keyword(s):  
Locus Of Control ◽  
Field Study ◽  
Self Concept ◽  
Elected Officials ◽  
Leader Member Exchange ◽  
Study Analysis ◽  
Internal Motivation ◽  
Direct Reports ◽  
Member Exchange

In this study were examined leaders' and members' scores on locus of control, sources of motivation, and mental boundaries to predict the quality of leader–member exchanges. 80 elected officials and their 388 direct reports were sampled in a field study. Analysis indicated followers' scores on locus of control, leaders' scores of self-concept internal motivation, leaders' scores on locus of control, and followers' rated goal-internalization motivation were positively related to leader–member exchanges. Implications and directions for research are discussed.

Correlations of Self-Concept with Locus of Control and Academic Performance

1985 ◽  
Vol 61 (2) ◽  
pp. 639-645 ◽  
Author(s):  
Bernadette M. Gadzella ◽  
J. David Williamson ◽  
Dean W. Ginther
Keyword(s):  
Academic Performance ◽  
Locus Of Control ◽  
Self Concept
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