Article by Suneethi, A.S. , Research Scholar, SPS
Introduction
Locus of Control is considered as an important aspect of personality. The concept was developed originally by Julian Rotter in 1950s. It has been viewed as an individual's perception about the underlying causes of events in his/her life.
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. 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 bidimensional (internal to external), Levenson's model asserts that there are three independent dimensions such as 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.
Objectives
1. To find out the level of Locus of Control among student teachers at secondary level
2. To find out whether there is any significant difference in the Locus of Control of student teachers with respect to gender and locale of institutions
Hypothesis
1. There is no significant difference in the Locus of Control of student teachers with respect to gender and locality of institution
Methodology
Normative survey method is used for this study. The sample consists of 200 (100 males and 100 females) B.Ed. Students. The student teachers were selected from different teacher education colleges of rural and urban area under University of Kerala and Mahatma Gandhi University.
Levenson’s Locus of Control Scale by Sanjay Vohra was used to collect data regarding Locus of Control. Other details were collected using Personal data Sheet.
Data Collection
The data were collected using the above described tools from different teacher education colleges. The tools were administered individually and the subjects were instructed to fill their views appropriately in the response sheet.
Analysis and Discussion
The data collected were tabulated and statistically analysed. The entire group was classified into different Locus of Control groups. Critical ratio is used to compare the Locus of Control based on gender and locale of institutions.
Among the 200 student teachers 22% have great, 32% have average and 46% have low Individual Locus of Control. In the case of Chance Control 46.5% shows great, 36.55% shows average and 17% shows low scores. Meanwhile among the total sample 52.5% have great, 35% have average and 12.55 have low Powerful Others Locus of Control.
The three dimensions of Locus of Control such as Individual, Chance and Powerful Others Control of student teachers differ significantly at 0.05 level of significance, with respect to gender.
There is no significant difference in the Individual, Chance and Powerful Others Locus of Control among student teachers with respect to locale of institutions.
Conclusion
The study shows that among the three dimensions of Locus of Control most of the student teachers show great Powerful Others Control, that is most of them are controled by other peoples who have control over them. The sample shows signifcant difference in different Locus of Controls with respect to gender but not with locale of institution.
References
Harre R. & Lamb R. (Ed.). (1983). The encyclopedic dictionary of psychology. Oxford: Blackwell Reference.
Woolfolk A. (2004). Educational psychology (9th ed.). Delhi: Pearson Education.
Biehler, F. R. & Snowman J. (1986). Psychology applied to teaching (6th ed.). Boston: Houghton Mifflin Company.
Neill, J. (2006, December 06). What is locus of control?. Retrieved August 13, 2008, from http://wilderdom.com/psychology/loc/LocusOfControlWhatIs%20.html
North Central Regional educational Laboratory. (n.d.). Locus of control Retrieved August 13, 2008, from http://www.ncerl.org/sdrs/areas/issues/ students/learning/ lr2locus.htm
Introduction
Locus of Control is considered as an important aspect of personality. The concept was developed originally by Julian Rotter in 1950s. It has been viewed as an individual's perception about the underlying causes of events in his/her life.
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. 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 bidimensional (internal to external), Levenson's model asserts that there are three independent dimensions such as 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.
Objectives
1. To find out the level of Locus of Control among student teachers at secondary level
2. To find out whether there is any significant difference in the Locus of Control of student teachers with respect to gender and locale of institutions
Hypothesis
1. There is no significant difference in the Locus of Control of student teachers with respect to gender and locality of institution
Methodology
Normative survey method is used for this study. The sample consists of 200 (100 males and 100 females) B.Ed. Students. The student teachers were selected from different teacher education colleges of rural and urban area under University of Kerala and Mahatma Gandhi University.
Levenson’s Locus of Control Scale by Sanjay Vohra was used to collect data regarding Locus of Control. Other details were collected using Personal data Sheet.
Data Collection
The data were collected using the above described tools from different teacher education colleges. The tools were administered individually and the subjects were instructed to fill their views appropriately in the response sheet.
Analysis and Discussion
The data collected were tabulated and statistically analysed. The entire group was classified into different Locus of Control groups. Critical ratio is used to compare the Locus of Control based on gender and locale of institutions.
Among the 200 student teachers 22% have great, 32% have average and 46% have low Individual Locus of Control. In the case of Chance Control 46.5% shows great, 36.55% shows average and 17% shows low scores. Meanwhile among the total sample 52.5% have great, 35% have average and 12.55 have low Powerful Others Locus of Control.
The three dimensions of Locus of Control such as Individual, Chance and Powerful Others Control of student teachers differ significantly at 0.05 level of significance, with respect to gender.
There is no significant difference in the Individual, Chance and Powerful Others Locus of Control among student teachers with respect to locale of institutions.
Conclusion
The study shows that among the three dimensions of Locus of Control most of the student teachers show great Powerful Others Control, that is most of them are controled by other peoples who have control over them. The sample shows signifcant difference in different Locus of Controls with respect to gender but not with locale of institution.
References
Harre R. & Lamb R. (Ed.). (1983). The encyclopedic dictionary of psychology. Oxford: Blackwell Reference.
Woolfolk A. (2004). Educational psychology (9th ed.). Delhi: Pearson Education.
Biehler, F. R. & Snowman J. (1986). Psychology applied to teaching (6th ed.). Boston: Houghton Mifflin Company.
Neill, J. (2006, December 06). What is locus of control?. Retrieved August 13, 2008, from http://wilderdom.com/psychology/loc/LocusOfControlWhatIs%20.html
North Central Regional educational Laboratory. (n.d.). Locus of control Retrieved August 13, 2008, from http://www.ncerl.org/sdrs/areas/issues/ students/learning/ lr2locus.htm
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