Locus of control, self‐efficacy, and motivation in different schools: is moderation the key to success? created by Angelika Anderson, John Hattie and Richard J. Hamilton

By:

Anderson, Angelika [author]

Contributor(s):

Material type: Text

TextSeries: An international journal of experimental educational psychology ; Volume 25, number 5.Oxfordshire: Taylor and Francis, 2005Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

0144-3410

Subject(s):

Doctoral students -- Schools of education -- Self efficacy

LOC classification:

LB1051 EDU

Online resources:

Click here to access online

Abstract: This study used a novel multidimensional locus of control instrument (I‐SEE) to investigate the relationship between locus of control, motivation, and academic achievement in three different types of school. The strengths of the I‐SEE are that it incorporates the construct of self‐efficacy and that it is embedded in a model of personality and action based on field‐theoretical conceptions. Further, it includes the role of the environment and personality in determining action. The results support a multidimensional conceptualisation of locus of control and the utility of the I‐SEE. There were statistically significant differences between schools for motivation and achievement and also a mediating effect between locus of control and school type, suggesting that interactional models are required in investigations of motivation and achievement. Furthermore, moderate levels of locus of control and self‐efficacy appear to be more adaptive than either extremely high or low levels.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1051 EDU (Browse shelf(Opens below))	Vol. 25, no.5 (pages517-535)	Not for loan	For in house use only

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This study used a novel multidimensional locus of control instrument (I‐SEE) to investigate the relationship between locus of control, motivation, and academic achievement in three different types of school. The strengths of the I‐SEE are that it incorporates the construct of self‐efficacy and that it is embedded in a model of personality and action based on field‐theoretical conceptions. Further, it includes the role of the environment and personality in determining action. The results support a multidimensional conceptualisation of locus of control and the utility of the I‐SEE. There were statistically significant differences between schools for motivation and achievement and also a mediating effect between locus of control and school type, suggesting that interactional models are required in investigations of motivation and achievement. Furthermore, moderate levels of locus of control and self‐efficacy appear to be more adaptive than either extremely high or low levels.

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