Relationship of Locus of Control to Achievement and Self-Concept in Education Majors

Abstract

Numerous studies have examined locus of control with regard to a wide spectrum of social and academic behavior. Few studies have considered the construct in relation to specific undergraduate majors. The present study investigated locus of control and its relationship to achievement and self-concept in undergraduate majors in education. The purpose was to determine if internally controlled education majors achieved higher than education majors who scored as externally controlled. Also tested was the assumption that expectancy of control is related to positive self-feelings. University students enrolled in College of Education courses completed the Tennessee Self-concept Scale and the Rotter Internal-External Locus of Control Scale. Composite American College Test (ACT) scores and cumulative grade point averages were collected as well as information pertaining to age, sex, major, and type of financial assistance. Twelve variables discriminated significantly between students who scored as internal and external. Differences also were associated with age and sex. The findings suggest data which could be useful in assisting faculty to structure programs and counsel undergraduates who wish to teach. Findings also suggest additional questions which warrant study.