The purpose of this study was to determine the relationship between self-concept and locus of control, and the relationship of each variable to ability, achievement, and degree of over-or underachievement in a group of seventh graders in an urban junior high school. Support was found for the association between students' attitudes concerning self-concept and locus of control and their academic achievement, between attitudes and ability, and between attitudes and over-or underachievement. These relationships were stronger for the female group than the male group. Self-concept and locus of control were closely related variables for both sexes and merit further study in order to integrate the two constructs in educational theory. Ability test scores proved to be the best predictors for achievement test scores, a finding that must be kept in mind an any instructional program.
Get full access to this article
View all access options for this article.
References
1.
Alvord, D. J., & Glass, L.W Relationship between academic achievement and self-concept. Science Education, 1974, 58, 175-179.
2.
Barnett, M. A., & Kaiser, D.The relationship between intellectual achievement responsibility attributions and performance. Child Study Journal, 1978, 8, 209-216.
3.
Black, F. W.Self-concept as related to achievement and age in learning disabled children. Child Development, 1974, 45, 1137-1140.
4.
Bloom, B. S.Affective outcome of school learning. Phi Delta Kappan, 1977, 59, 193-198.
Bridgeman, B., & Shipman, V. G.Preschool measures of self-esteem and achievement motivation as predictors of third-grade achievement. Journal of Educational Psychology, 1978, 70, 17-28.
7.
Busby, W. A., Fillmer, H. T., & Smittle, P.Interrelationship between self-concept, visual perception, and reading disabilities. Journal of Experimental Education, 1974, 42, 1-5.
8.
Chang, T. S.Self-concepts, academic achievement, and teachers' ratings. Psychology in the Schools, 1976, 13, 111-113.
9.
Clifford, M.A revised measure of locus of control. Child Study Journal, 1976, 6, 85-90.
10.
Clifford, M. M., & Cleary, T. A.The relationship between children's academic performance and achievement accountability. Child Development, 1972, 43, 647-655.
11.
Cobb, P. R., Chisson, B. S., & Davis, M. W.Relationship among perceptual-motor, self-concept, and academic measures for children in kindergarten, grades 1 and 2. Perceptual and Motor Skills, 1975, 41, 539-546.
12.
Cummings, R. N. P. A study of the relationship between self-concept and reading achievement at third-grade level. Dissertation Abstracts, 1971, 31, 5195.
13.
Felker, D. W., & Thomas, S. B.Self-initiated verbal reinforcement and positive self-concept. Child Development, 1971, 42, 1285-1287.
14.
Finch, A. J., Jr., & Pezzuti, K. A.Locus of control and academic achievement in emotionally disturbed children. Journal of Consulting Psychology, 1975, 43, 103.
15.
Gordon, D.Children's beliefs in internal-external control and self-esteem as related to academic achievement. Journal of Personality Assessment, 1977, 41, 383-386.
16.
Guttentag, M., & Klein, I.The relationship between inner versus outer locus of control and achievement in black middle school children. Educational and Psychological Measurement, 1976, 36, 1101-1109.
17.
Hare, B. R.Self-concept and school achievement: The role of the teacher. Illinois Teacher of Home Economics, 1978, 21, 170-172.
18.
Hieronymus, A. N., & Lindquist, E. E.Iowa Test of Basic Skills. Boston: Houghton Mifflin, 1974.
19.
Hieronymus, A. N., Lindguist, E. F., & Hoover, H. D.Manual for school administrators, Iowa Test of Basic Skills. Chicago: Houghton Mifflin, 1982.
20.
Husak, W. S., & Magill, R. A.Correlations among perceptual-motor ability, self-concept, and reading achievement in early elementary grades. Perceptual and Motor Skills, 1979, 48, 447-450.
21.
Kennelly, K., & Kinley, S.Perceived contingency of teacher-administered reinforcements and academic performance of boys. Psychology in the Schools, 1975, 12, 449-453.
22.
Kifer, E.Relationships between academic achievement and personality characteristics: A quasi-longitudinal study. American Educational Research Journal, 1975, 12, 191-210.
23.
Lawrence, E. A., & Winschel, J. F.Locus of control: Implications for special education. Exceptional Children, 1975, 41. 483-487.
24.
Leviton, H.The implications of the relationship between self-concept and academic achievement. Child Study Journal, 1975, 5, 23-34.
25.
Marx, R. W., & Winne, P. H.Self-concept and achievement: Implications for educational programs. Integrated Education, 1975, 13, 30-31.
26.
McCormich, C. H., & Karabinus, R. A.Relationship of ethnic groups' self-esteem and anxiety to school success. Educational and Psychological Measurement, 1976, 36, 1093-1100.
27.
Messer, S.The relationship of internal-external control to academic performance. Child Development, 1972, 43, 1456-1462.
28.
Mintz, R., & Muller, D.Academic achievement as a function of specific and global measures of self-concept. The Journal of Psychology, 1977, 97, 53-57.
29.
Muller, D., Chambliss, J., & Wood, M.Relationship between area-specific measures of self-concept, self-esteem, and academic achievement for junior high students. Perceptual and Motor Skills, 1977, 45, 1117-1118.
30.
Muro, J. J.Research and innovation in elementary school guidance and counseling. Elementary School Guidance and Counseling, 1979, 13, 299-301.
31.
Nowicki, S., & Roundtree, J.Correlates of locus of control in a secondary population. Developmental Psychology, 1971, 4, 577-578.
32.
Nowicki, S., & Strickland, B. R.A locus of control scale for children. Journal of Consulting and Clinical Psychology, 1973, 40, 1-8.
33.
Nowicki, S., & Walker, C.Achievement in relation to locus of control: Identification of a new source of variance. Journal of Genetic Psychology, 1973, 123, 63-67.
34.
Piers, E.V Children's self-esteem, level of esteem certainty, and responsibility for success and failure. Journal of Genetic Psychology, 1977, 130, 295-304.
35.
Piers, E. V., & Harris, D. B.The Piers-Harris Children's Self-Concept Scale. Nashville, Tenn.: Counselor Recordings and Tests, 1969.
36.
Primavera, L. H., Simon, W. E., & Primavera, A. M.The relationship between self-esteem and academic achievement: An investigation of sex differences. Psychology in the Schools, 1974, 11, 213-216.
37.
Rubin, R.Stability of self-esteem ratings and their relation to academic achievement: A longitudinal study. Psychology in the Schools, 1978, 15, 430-433.
38.
Rubin, R. A., Darle, J., & Sandidge, S.Self-esteem and school performance. Psychology in the Schools, 1977, 14, 503-507.
39.
Shaw, R. L., & Uhl, N. P.Control of reinforcement and academic achievement. Journal of Educational Research, 1971, 64, 226-228.
40.
Stenner, A. J., & Katzenmeyer, W. G.Self-concept, ability, and achievement in a sample of sixth-grade children. Journal of Educational Research, 1975, 69, 270-273.
41.
Thorndike, R. L., & Hagen, E. P.Cognitive Abilities Test. Boston: Houghton Mifflin, 1971.
42.
Tolor, A., Tolor, B., & Blumin, S.Self-concept and locus of control in primary grade children identified as requiring special educational programming. Psychological Reports, 1977, 40, 43-49.
43.
Williams, J.The relationship of self-concept and reading achievement in first-grade children. Journal of Educational Research, 1973, 66, 378-381.
