Locus of Control, Self-Efficacy, and Motivation in Different Schools: Is Moderation the Key to Success?

Autor/inn/en	Anderson, Angelika; Hattie, John; Hamilton, Richard J.
Titel	Locus of Control, Self-Efficacy, and Motivation in Different Schools: Is Moderation the Key to Success?
Quelle	In: Educational Psychology, 25 (2005) 5, S.517-535 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Personality; Student Motivation; Self Efficacy; Academic Achievement; Locus of Control; Measures (Individuals) + Suchen Sie Ihr Suchwort? Personalität; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Schulleistung; Messdaten
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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10