scholarly journals Locus of Control or Self-Esteem; Which One is the Best Predictor of Academic Achievement in Iranian College Students

2016 ◽  
Vol In Press (InPress) ◽  
Author(s):  
Seyyed Nasrollah Hosseini ◽  
Mehdi Mirzaei Alavijeh ◽  
Behzad Karami Matin ◽  
Behrooz Hamzeh ◽  
Hossein Ashtarian ◽  
...  
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Locus Of Control ◽  
Self Esteem

Relationship between Jealous Feelings and Behaviors

1989 ◽  
Vol 69 (3-1) ◽  
pp. 765-766 ◽  
Author(s):  
Everton G. McIntosh ◽  
Sandra S. Tangri
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Self Esteem ◽  
Internal Attribution ◽  
Internal Locus ◽  
Internal Locus Of Control ◽  
And Behaviors ◽  
The Relationship

The relationship between jealous feelings and behaviors was investigated by giving 185 college students who were currently dating four measures. Analysis showed that high self-esteem, an internal locus of control, and the making of a dispositional (internal) attribution of the cause of jealousy were all significantly related to the use of direct coping (jealous) behaviors.

Locus of Control, Interpersonal Trust and Academic Achievement

1972 ◽  
Vol 31 (2) ◽  
pp. 355-360 ◽  
Author(s):  
David J. Massari ◽  
Dianne C. Rosenblum
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Academic Performance ◽  
Locus Of Control ◽  
Interpersonal Trust ◽  
Relationship Of ◽  
The Relationship

The present study examined the relationship of locus of control, interpersonal trust and academic performance of 133 college students. Internality and trust were significantly negatively related to achievement for 43 women but unrelated for 90 men. In addition, internality was significantly positively related to trust and unrelated to intelligence for both sexes.

Self-Statements, Locus of Control, and Depression in Predicting Self-Esteem

1995 ◽  
Vol 76 (3) ◽  
pp. 1007-1010 ◽  
Author(s):  
Vincent D. Philpot ◽  
W. Bruce Holliman ◽  
Stephen Madonna
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Beck Depression Inventory ◽  
Self Esteem ◽  
External Locus ◽  
Control Scale ◽  
Adult Form ◽  
Automatic Thought ◽  
Significant Relationships ◽  
The Relationship

The contributions of frequency of positive and negative self-statements and their ratio, locus of control, and depression in prediction of self-esteem were examined. Volunteers were 145 college students (100 women and 45 men) who were administered the Coopersmith Self-esteem Inventory-Adult Form, Automatic Thought Questionnaire—Revised, the Beck Depression Inventory, and the Rotter Internal-External Locus of Control Scale. Intercorrelations suggested significant relationships among variables. The magnitude of the relationship was strongest between the frequency of negative self-statements and self-esteem. These results are consistent with and lend further support to prior studies of Kendall, et al. and Schwartz and Michaelson.

Relationship of Different Measures of Self-Esteem to Locus of Control

1979 ◽  
Vol 45 (1) ◽  
pp. 160-162 ◽  
Author(s):  
Camille Lloyd ◽  
Alice F. Chang ◽  
Barbara J. Powell
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Self Esteem ◽  
Two Measures ◽  
Relationship Of ◽  
The Relationship

The relationship of locus of control to two measures of self-esteem was investigated in 84 college students. The Berger and the Cooper-smith measures, which are methodologically different indices of self-esteem, were not consistently related to locus of control. It is suggested that these two scales may be measuring independent and unrelated aspects of self-esteem.

Relationship of Credit Attitude and Debt to Self-Esteem and Locus of Control in College-Age Consumers

2004 ◽  
Vol 94 (3_suppl) ◽  
pp. 1405-1418 ◽  
Author(s):  
Mary Beth Pinto ◽  
Phylis M. Mansfield ◽  
Diane H. Parente
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Psychological Factors ◽  
Credit Card ◽  
Credit Cards ◽  
Self Esteem ◽  
College Age ◽  
Significant Difference ◽  
User Groups ◽  
And Behavior

College-age consumers are one of the groups most highly targeted by credit card marketers. While some college students use their credit cards wisely, others are unable to control their spending. The objective of this study was to investigate differences in attitude toward credit cards and the psychological factors of self-esteem and locus of control among college students who possess one or more credit cards. Attitude was operationalized to include three underlying components: cognitive, affective, and behavioral. We separated credit users into subcategories based on amount of installment debt. Convenience users were defined as those consumers who paid the credit-card balance in full each month. Installment users were classified as consumers who carried a balance month-to-month. Convenience users were compared to mild and heavy installment users to assess significance of differences in attitudinal and psychological factors. There were no significant differences in the psychological factors across the credit-card user groups. In addition, there was a statistically significant difference on each of the attitude components (knowledge/beliefs, affect, and behavior) across user groups; convenience users, mild installment, and heavy installment users.

Self-Statements, Self-Esteem, and Locus of Control in Discriminating College Students' Scores on the Beck Depression Inventory

1996 ◽  
Vol 78 (2) ◽  
pp. 531-534 ◽  
Author(s):  
Stephen Madonna ◽  
Vincent D. Philpot
Keyword(s):  
College Students ◽  
Discriminant Analysis ◽  
Locus Of Control ◽  
Beck Depression Inventory ◽  
Undergraduate Students ◽  
Self Esteem ◽  
Automatic Thoughts ◽  
Stepwise Discriminant Analysis ◽  
Control Scale ◽  
Classification Analysis

To study the use of the ratio of positive to negative self-statements, locus of control, and self-esteem in discriminating between scores on the Beck Depression Inventory 145 undergraduate college students were administered the Beck Depression Inventory, Automatic Thoughts Questionnaire-Revised, Coopersmith Self-esteem Inventory-Adult Form, and the Rotter Locus of Control scale in their classrooms. A stepwise discriminant analysis indicated that five variables combined to yield a statistically significant discrimination among low, middle, and high scores on the Beck Depression Inventory. The classification analysis indicated that 77.1% ( n = 111) of the undergraduate students were correctly classified; 93.2% (82 of 88) were correctly classified as low scorers and 73.3% (18 of 46) were correctly classified as high scorers.

scholarly journals Relationship between Individual Attributional Style, Self-Esteem, Locus of Control and Academic Achievement of Vytautas Magnus University Students

2018 ◽  
Vol 4 (67) ◽  
Author(s):  
Laima Ruibytė
Keyword(s):  
Academic Achievement ◽  
Locus Of Control ◽  
University Students ◽  
Attributional Style ◽  
Control Level ◽  
Self Esteem ◽  
Attribution Style ◽  
Future Aspirations ◽  
The Individual ◽  
Girl Students

This study was aimed to investigate the link between students’ self-esteem, individual attribution style, locus of control and academic achievement for better understanding of students’ learning and adaptation problems. The main purpose of the research was to examine the relationship between the individual attributional style, locus of control and self-esteem, analyse, to analyze how these features of personality were related to future aspirations and how the afore-mentioned features were reflected in the academic activity of students. The tasks set for the analysis of the survey data were as follows: to identify specific features of self-esteem, locus of control and attributional style and their interrelation, analyse the link between self-esteem and future aspirations of the individual, and identify the link of self-esteem and locus of control with academic grade. Participants were 200 Vytautas Magnus University students (59 males and 141 females). For the purpose of survey we used the questionnaire of 52 items constructed by us which comprised three blocks: self-esteem, attributional style and locus of control. Self-esteem of students was measured using Rosenberg (RVS) self-esteem scale (10 statements). To determine specific features of attribution (15 questions) we used the respondents’ opinion regarding their colloquium grade (two questions) and interpretation of reasons for getting such grade (eight questions) based on B. Weiner’s model (Weiner, 1985). One question reflected the student’s expectations before the exam and one was intended to determine the student’s attribution style in foreseeing the factors predefining the future result. The scale of the locus of control (27 statements) was worked out on the basis of the Subjective Control Level (УСК) survey methods developed by the Scientific Research Institute of Bechterev and the Occupational Stress Indicator (OSI) Methods created according to the Dutch version of Spanningseter. The main conclusions are: 1. The survey results confirmed the interrelationship between self-esteem and internality (externality) — students with higher level of self-esteem have higher internality score. 2. Low and high self-esteem students explain their success using different attributional style. Boys and girls with higher level of self-esteem attached greater importance to their internal and stable features and valued unstable external factors less than low self-esteem students. 3. In addition to different interpretation of current events, students-internals and externals also had different perception of their future result. Externals more than internals were inclined to believe that their examination grade would be predetermined by external causes. 4. Subjective locus of control was linked to results and achievements of individual activities. Girl-students with relatively higher internality had better results in academic activities, i.e. their received grade than girl-students externals. The data on boys did not reflect statistically reliable link between internality and received grade. 5. Level of internality keeps growing with age. Particularly distinct is the dependence of internality upon the year of studies in which the respondents are studying. Senior girls and boys manifest higher level of internality. It seems that students’ attributions, locus of control, self-esteem and academic achievement are strongly connected and thus they have to be applied for effective teaching.Keywords: individual attribution style, self-esteem, locus of control, academic achievement.

Using Relaxation Techniques and Positive Self-Esteem to Improve Academic Achievement of College Students

1995 ◽  
Vol 76 (3) ◽  
pp. 929-930 ◽  
Author(s):  
Elliott H. Schreiber ◽  
Karen N. Schreiber
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Muscle Relaxation ◽  
Self Esteem ◽  
Mean Difference ◽  
Anxiety Scale ◽  
Control Group ◽  
Relaxation Techniques ◽  
Undergraduate College Students

This study examined whether after 20 sessions over 10 weeks of Jacobson's muscle relaxation accompanied by encouragement of positive self-esteem academic examination scores of 22 undergraduate college students would improve by comparison with those of a control group of 30 students. The relaxation group had significantly higher examination grades than the control group, but there was no significant mean difference between the groups on the Cattell and Scheier Anxiety Scale or a two-item measure of self-esteem.

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