View source

'''Locus of control'''

'''Definition:''' Locus of control refers to an individual's generalized expectations concerning where control over subsequent events resides.  In other words, who or what is responsible for what happens.  It is analogous to, but distinct from, attributions.  According to Weiner the "attribution theory assumes that people try to determine why people do what they do, i.e., attribute causes to behavior."  There is a three stage process which underlies an attribution.  Step one:  the person must perceive or possibly observe the behavior.  Step two is to try and figure out if the behavior was intentional, and step three is to determine if the person was forced to perform that behavior.  The latter occur after the fact, that is, they are explanations for events that have already happened.  Expectancy, which concerns future events, is a critical aspect of locus of control.  Locus of control is grounded in expectancy-value theory, which describes human behavior as determined by the perceived likelihood of an event or outcome occurring contingent upon the behavior in question, and the value placed on that event or outcome.  More specifically, expectancy-value theory states that if (a) someone values a particular outcome and (b) that person believes that taking a particular action will produce that outcome, then (c) they are more likely to take that particular action.  

Julian Rotter's original (1966) locus of control formulation classified generalized beliefs concerning who or what influences things along a bipolar dimension from internal to external control:  "Internal control" is the term used to describe the belief that control of future outcomes resides primarily in oneself while "external control" refers to the expectancy that control is outside of oneself, either in the hands of powerful other people or due to fate/chance.  Hannah Levenson (1973) offered an alternative model. Whereas Rotter's conceptualization viewed locus of control as unidimensional (internal to external), Levenson's model asserts that there are three independent dimensions: Internality, Chance, and Powerful Others.  According to Levenson's model, one can endorse each of these dimensions of locus of control independently and at the same time.  For example, A person might simultaneously believe that both oneself and powerful others influence outcomes, but that chance does not.

Since its introduction, the locus of control construct has undergone considerable elaboration and several context-specific instruments have been developed.  Health researchers in particular have embraced locus of control as a concept for explaining behavior. Among the most widely used health-specific measures is the Multidimensional Health Locus of Control Scales (Wallston, Wallston, & DeVellis, 1978).  This instrument retains Levenson's three dimensions but concerns outcomes that are specifically related to health and illness, such as staying well or becoming ill.

'''Finding your locus of control:''' Locus of control, according to Rotter's approach, can be divided into two separate sources of control: ''internal and external''.  People with an ''internal'' locus of control believe that they control their own destiny.  They also believe that their own experiences are controlled by their own skill or efforts.  An example would be "The more I study, the better grades I get" (Gershaw, 1989).
On the other hand, people who tend to have an ''external'' locus of control tend to attribute their experiences to fate, chance, or luck. (1)
'''Examples:''' 
''External locus of control:'' If a student attributes either their successes or failures to having a bad day, unfair grading procedures on their teacher's part, or even God's will, they can be said to have a more external locus of control.  These students might say, "It doesn't matter how hard I study.  The teacher just doesn't like me, so I know I won't get a good grade."  These students generally don't learn from previous experience.  Since they attribute both their successes and failures to luck or chance, they tend to lack persistence and not have very high levels of expectation. (1)
  
'''Development of locus of control:''' Generally, the development of locus of control stems from family, culture, and past experiences leading to rewards.  Most internals have been shown to come from families that focused on effort, education, and responsibility.  On the other hand, most externals come from families of a low socioeconomic status where there is a lack of life control. (2)

'''Locus of control quizzes:'''
* [http://www.prenhall.com/whetten_dms/chap1_3.html Developing Management Skills Survey]
* [http://discoveryhealth.queendom.com/questions/lc_short_1.html Abridged version of the locus of control test]
* [http://www.psych.uncc.edu/pagoolka/LocusofControl-intro.html Locus of control test]
* [http://www.ballarat.edu.au/ard/bssh/psych/rot.htm Rotter's Locus of control scale]



'''Where did this concept come from?'''
This concept was developed by [http://psych.fullerton.edu/jmearns/rotter.htm Julian Rotter] in the 1960s.  He originally named this concept Locus of Control of Reinforcement.  Rotter actually bridged the gap between Behavioral and Cognitive Psychology.  He believed that behavior was greatly guided by the use of reinforcements.  These punishments and rewards in turn shaped the way people interpreted the results of their own actions. (2)  

'''Classroom applications:''' As everyone knows, generally in an educational setting knowledge flows from the teacher to the student.  This type of environment could cause students to withdraw.  It is suggested that students take more of an active control in the learning process.  It is also important to take into consideration whether each student has an external or internal locus of control.  Knowing the location of control of your students will aid in planning the type or amount of reinforcements used in the class. (4)Weiner's thory applies to every teacher.  If we take a look at self-concept, there is a correlation between internal locus of control, and experiencing pride if a student were to do well in a class that normally is considered to be tough.  On the other hand, a student does not view it as a success if they receive a good grade from a teacher who always gives high grades at the end of the quarter.

The attribution theory has explained the difference in highly motivated students versus low achievers.  High achievers will take the risk in order to succeed on an assignment.  Low achievers avoid success because they feel that their success was based upon luck and that it wouldn't happen again.

'''Personal Testimonies:'''

For an interesting case study dealing with methods of developing an internal locus of control among students, see [http://www.forestry.umt.edu/students/Services/PeaceCorps/pdf/Herbeck%20thesis.pdf].

When researching [[enabling]] I was surprised to come across a study that seemed to indicate that enabling parents tend to have children with an external locus of control, and that having an external versus internal locus of control was a statistically valid predictor of academic success. (Lynch, Hurford, and Cole, 2002)

'''Other sites of interest:'''
* [http://en.wikipedia.org/wiki/Locus_of_control Locus of control]

'''References:'''

* Gershaw, D. A. (1989). Line on life [Electronic version]. Retrieved December 5, 2004, from (http://www3.azwestern.edu/psy/dgershaw/lol/ControlLocus.html).

* Levenson, H. (1973).  Multidimensional locus of control in psychiatric patients.  ''Journal of Consulting and CLinical Psychology, 41'', 397-404.

* Lynch, Shirley; Hurford, David P.; and Cole, AmyKay. (2002) Parental Enabling Attitudes and Locus of Control of At-Risk and Honors Students. ''Adolescence, 37''(147) 527- 549.

* Mayer, Richard E. (2002).  The Promise of Educational Psychology.  Pearson Education, Inc., New Jersey.

* Mearns, Jack.  (2004).  The Social Learning Theory of Julian Rotter.  [Online].  http://psych.fullerton.edu/jmearns/rotter.htm.  February 22, 2005.
*Rotter, J. B. (1966).  Generalized expectancies for internal versus external control of reinforcement.  ''Psychological Monographs, 80'', whole issue.

* Neill, J. T. (2005). Locus of control - a class tutorial. [Electronic version]. Retrieved November 30, 2005, from (http://www.wilderdom.com/games/descriptions/LocusOfControlExercise.html).

* Thielker, V. et al. The relationship between positive reinforcement and locus of control. [Electronic version]. Retrieved December 5, 2004, from (http://www.mtholyoke.edu/courses/lablouin/psych200/project_fall01/locus_control.htm).

* Wallston, K. A., Wallston, B. S., & DeVellis, R. (1978).  Development of the Multidimensional Health Locus of Control (MHLC) scales.  ''Health Educatrion Monographs, 6'', 160-170.

*  Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, N.J.: General Learning Press.

*  Weiner, B. (1980). Human Motivation. NY: Holt, Rinehart & Winston.



[[Category: EPSY400 ClassroomLearning]]
[[Category: EPSY406 ClassroomManagement]]
[[Category: EPSY490 ClassroomLearningAndManagement(CTER)]]