scholarly journals Developmental Changes in the Locus of Control in Students Attending Integrated and Non-integrated Classes during Early Adolescence in Poland

2020 ◽  
Vol 10 (4) ◽  
pp. 74
Author(s):  
Beata Łubianka ◽  
Sara Filipiak ◽  
Katarzyna Mariańczyk
Keyword(s):  
Locus Of Control ◽  
Developmental Changes ◽  
Primary School Students ◽  
School Students ◽  
Internal Locus Of Control ◽  
Inclusive Curriculum ◽  
Integrated Classrooms ◽  
Specific Locus ◽  
Context Specific ◽  
School Activity

This article reports the results of a longitudinal study on the development of context-specific locus of control related to situations of success and failure in Polish adolescents. The participants were 90 primary school students, including 30 who learned in integrated classrooms and 60 who went to non-integrated classes in schools with and without an inclusive curriculum, located in Lublin, Poland. The students were surveyed during a three-year schooling period (when they were in the sixth, seventh, and eighth grade). The research was carried out in the years 2016–2019. The Locus of Control Questionnaire (LOQ and LOQ-R) by Krasowicz-Kupis and Kurzyp-Wojnarska measured locus of control. These instruments measure generalized locus of control and allow the assessment of context-specific locus of control related to situations of success and failure, as well as school, parent, and peer settings. At the first stage of this study, students in non-integrated classrooms in schools without an inclusive curriculum were characterized by a more internal locus of control, both generalized and in situations of failure, compared to students of non-integrated classrooms in schools with an inclusive curriculum. At seventh grade, students of integrated classes were more external in situations related to their school activity, compared to their peers from non-integrated classrooms. Moreover, we observed developmental changes in locus of control of students from non-integrated classes but only those who attended schools with an integrated curriculum.

scholarly journals Slumps and Jumps: Another Look at Developmental Changes in Creative Abilities

2016 ◽  
Vol 3 (1) ◽  
pp. 152-177 ◽  
Author(s):  
Jacek Gralewski ◽  
Izabela Lebuda ◽  
Aleksandra Gajda ◽  
Dorota M. Jankowska ◽  
Ewa Wiśniewska
Keyword(s):  
Secondary School ◽  
Creative Thinking ◽  
Secondary School Students ◽  
Developmental Changes ◽  
Assessment Criteria ◽  
Formal Schooling ◽  
Primary School Students ◽  
School Students ◽  
Creative Abilities ◽  
Nonlinear Pattern

AbstractThe aim of this study is the analysis of creativity changes across life, particularly the widely discussed crisis periods in the development of creative abilities. A large and diversified sample of Poles (N = 4898 aged from 4 to 21 years), at each educational stage of the Polish education system, from pre-schoolers, through primary school students, middle-school students, secondary-school students and finally university students completed the Test for Creative Thinking – Drawing Production. The observed changes showed a nonlinear pattern in the development of creativity with diverse declines and increases in creative abilities. These trends are different for each of the assessment criteria of the TCT-DP and at least three different trajectories were identified. The adolescent slump was confirmed for three of the 14 assessment criteria as well as the total TCT-DP score. What was not noted however was: a slump caused by entry into formal schooling, (age 6 vs 7), 4th grade slump, (age 9 vs 10) and 6th grade slump (age 11 vs 12). We discuss possible reasons for and consequences of the findings.

scholarly journals Academic Outcomes of High School Students in Northern Ghana: The Mediator Role of Locus of Control

2020 ◽  
Vol 10 (1) ◽  
pp. 117
Author(s):  
Ziblim Abukari ◽  
Mohammed Adams Mashoud ◽  
Alhassan Baba Andani
Keyword(s):  
High School ◽  
High School Students ◽  
Locus Of Control ◽  
Academic Outcomes ◽  
Test Scores ◽  
Control Beliefs ◽  
External Locus ◽  
School Students ◽  
Internal Locus ◽  
Internal Locus Of Control

The purpose of this quantitative study was to investigate the relationship between academic outcomes and locus control beliefs among high school students in the Northern Region of Ghana.  Using survey methods and multivariate analyses, the results found relatively higher scores in external locus of control beliefs than internal locus of control beliefs among the study participants. External locus of control was inversely related to test scores, and no relationship was found between internal locus of control beliefs and test scores. The results also found significant differences in locus of control beliefs between rural and urban high school students, with urban students reporting higher internal locus of control beliefs than their rural counterparts. Implications for educational policy and practice are discussed.

scholarly journals Roles of Internal Locus of Control and Grit in Managing the Academic Stress of Senior High School Students in Southern Luzon State University

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Karen Quing ◽  
Jomar Saif Bauding
Keyword(s):  
High School ◽  
High School Students ◽  
Locus Of Control ◽  
Academic Stress ◽  
Senior High School ◽  
State University ◽  
School Students ◽  
Internal Locus ◽  
Internal Locus Of Control ◽  
Senior High School Students

Any individual who transitions through different stages of life inevitably experience stress, especially adolescents who undergo physiological and psychological changes. This is the stage where they have to make relevant decisions including the academic courses they have to take for their future career. The overwhelming expectations that they are experiencing from their family, teachers and society to excel academically have been shown to cause distress among adolescents. It is, therefore, becomes imperative to study possible protective factors to formulate efficient intervention techniques.  Two of the most studied constructs that have been linked to academic success are internal locus of control and grit. However, limited research has been conducted to investigate these two constructs with academic stress, especially among Filipino adolescents. The current study explored the roles of internal locus of control and grit in managing academic stress. A sample of 165 senior high school students from Southern Luzon State University-Main Campus was involved in this study. Results showed that both grit and internal locus of control are negatively correlated with academic stress. It was also shown that grit is positively associated with an internal locus of control although one is not a predictor of another.

scholarly journals Internal Locus of Control and Self-Concept as Factors Affecting the Career Maturity of High School Students

2018 ◽  
Vol 1 (2) ◽  
pp. 24 ◽  
Author(s):  
Munawir Munawir ◽  
A. Muri Yusuf ◽  
Z. Mawardi Effendi ◽  
Afdal Afdal
Keyword(s):  
High School ◽  
High School Students ◽  
Locus Of Control ◽  
Career Maturity ◽  
Self Concept ◽  
School Students ◽  
Or Education ◽  
Factors Affecting ◽  
Internal Locus ◽  
Internal Locus Of Control

Determining the choice of jobs or education choices is one of the tasks during the development of the senior high school. For that, high school students are required to understand and master the concepts of career maturity to be able to pick and choose the appropriate career direction. Career maturity is influenced by several factors, including internal locus of control and self-concept. Someone who has an internal locus of control has a perception that the measures themselves would produce a positive thing that makes their work more successful. The self-concept is considered critical to the success of life because when someone feels good about himself and his ability, to predict a person's life will be successful. 

Student Work Preferences and Beliefs Surrounding the Tourist/Hospitality Industry

1991 ◽  
Vol 8 (2) ◽  
pp. 25-28
Author(s):  
Glenn Ross
Keyword(s):  
High School ◽  
High School Students ◽  
Locus Of Control ◽  
Hospitality Industry ◽  
Practical Experience ◽  
School Students ◽  
Student Work ◽  
Internal Locus Of Control ◽  
Tourist Region ◽  
Employment Choices

ABSTRACTSix hundred and seventy four high school students from an Australian tourist region responded to a range of employment choices involving the tourist/hospitality industry. Many students evinced a readiness to consider employment in this industry and over one-half of the sample would consider further studies in order to obtain a better job within the same context. Formal qualifications and practical experience were thought to be the more important factors in the attainment of tourist/hospitality jobs. It was also found that males were more likely than females to demonstrate no interest in this type of employment and less likely than females to indicate a readiness to undertake further studies. Finally, it was found that students demonstrating an internal locus of control were more likely to believe in a variety of factors as a method of attainment of tourist/hospitality industry jobs, including performance and presentation, whereas externals believed more in formal qualifications. The implications of these findings for the later employment of students and for educational psychologists working in this context were examined.

scholarly journals On the Rocky Road to Independence: Big Five Personality Traits and Locus of Control in Polish Primary School Students during Transition into Early Adolescence

2021 ◽  
Vol 18 (9) ◽  
pp. 4564
Author(s):  
Sara Filipiak ◽  
Beata Łubianka
Keyword(s):  
Locus Of Control ◽  
Primary School ◽  
Regression Model ◽  
Personality Traits ◽  
Big Five ◽  
Big Five Personality Traits ◽  
Openness To Experience ◽  
Big Five Personality ◽  
Primary School Students ◽  
School Students

This article reports the results of a survey of 455 Polish primary school sixth-graders experiencing changes in the education system. The goal of the study was to identify the relationships between the Big Five personality traits, measured with the picture-based personality survey for children (PBPS-C) and locus of control, determined using the locus of control questionnaire (LOCQ). The results lead to the conclusion that primary school students do not have an established locus of control of either success or failure. There are also no significant differences between boys and girls in the way they interpret the causes of situations and events that happen to them. Boys, compared to girls, scored significantly higher on traits related to seeking and enjoying the company of others. On the other hand, girls exhibited significantly higher levels of traits responsible for increased anxiety than boys. The personality traits that correlated the strongest with locus of control were Conscientiousness, Openness to Experience, and Agreeableness. A regression model showed that locus of control of success was significantly affected by two traits: Extraversion and Conscientiousness. Locus of control of failure was significantly predicted by Extraversion, Openness to Experience, Agreeableness (positively), and Neuroticism (negatively). Regression model with gender as a moderator of relationships between personality traits and locus of control turned out to be insignificant.

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