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Internal versus External Attributions Are Important Determinants of Subsequent Performance
Abstract
Perceived locus of causality is an important factor in assessing the impact of prior success or failure on later performance. In order to examine the effects of internal (self) versus external (partner) attributions on subsequent performance, two studies were conducted. In the first study 80 female undergradutes worked on a series of mazes with an ostensible co-subject who was actually a confederate. All subjects received success feedback and were led to attribute their success either to their own actions or to the actions of their partners. Half of the subjects were then tested on an additional maze, and the rest were tested on a different task. In the second study 92 female undergraduates followed the same procedures as those in the first study with minor variations. The results showed that subjects in the internal attribution condition performed better when tested on the same (maze) task than on a different task; the reverse was true for those in the external attribution condition. The findings indicate that attributions are important determinants of subsequent performance. (Author/BH)
... 1987). Examining the behavior of internals and externals in performing tasks, Kernis (1984) found that internals were interested in continuing the tasks they performed successfully whereas externals avoided working on particular learning task and preferred to work on other tasks. This finding was partially in line with Lonky and Reiman's (1980) research in which their internal students spent more time on performing tasks than externals. ...
... 1. are unlikely to see a bright future. Kernis (1984) 1. are persistent in performing learning tasks. ...
... University students Archive of SID www.SID.ir of Engineering performed better at tasks than students of Sciences and Humanities. As Kernis (1984) maintained, internalizers are more taskoriented than externals. Noel et al. (1987) asserted that externals can be taught to develop an internal LOC. ...
Locus of control is said to affect learners' academic achievement. This effect has scarcely been examined within general English context. This study is concerned with examining the differences in General English (GE) course achievement among university students of humanities, sciences, and engineering. It also explores the effect of locus of control (LOC) in GE course achievement among these three groups of university students. The results of the study indicate that: 1. There is a significantly positive relationship between the university students' LOC and their GE achievement course, 2. There are significant differences in GE course achievement among the three groups of students, and 3. There are significant differences in LOC among the three groups of university students. The results of the participants' interviews were also in agreement with those of the questionnaires. The findings of this study postulate that encouraging students to seek ways to improve their self-efficacy can be really helpful for them to achieve higher scores in GE course.
... LOC can also influence the way an individual responds to success. In one study (Kernis, 1984), subjects were led to make either internal or external attributions for their success at a certain task. Those who made internal attributions had a better performance on the same task than on a different task when tested again, whereas those who made an external attribution had a better performance on a different task than on the same task. ...
... Those who made internal attributions had a better performance on the same task than on a different task when tested again, whereas those who made an external attribution had a better performance on a different task than on the same task. Therefore, internalizers are more likely to continue performing a task that they have performed well, while externalizers may stop working on the successful task and focus their efforts on a different task (Kernis, 1984). ...
... In this respect, many studies show that students, who rely on an internal locus of control are more successful than ones, who are external on their locus of control orientation (4)(5)(6)(7)(8)(9). Moreover, some other studies specifically indicate that in virtual education, students with an internal orientation are more successful than others (10)(11)(12). ...
... These studies displayed a significant relationship between internal locus of control and the students' attainments (14,21). Their results showed that the students with an internal orientation are more successful than those with external orientation (4)(5)(6)(7)(8)(9). ...
Objectives: The general objective of this research was to study the learning styles and locus of control of virtual students at Shiraz University of Medical Sciences and its relationship with their academic attainment. Methods: This was a descriptive study carried out during year 2017. One hundred virtual learners from Shiraz University of Medical Sciences were randomly selected as the participants of this study. The instrument used in this study was the Kolb Learning Style Inventory and Rotter locus of control scale (1996). Kolb Learning Style Inventory consists of 12 questions and four sections. Vilkaksn measured the reliability of the study by using Alpha, and reported on high reliability (active examination = 0.67, abstract understanding = 0.83 thinking observation = 0.87, objective experience = 0.82). The stability of Rotter’s questionnaire was reported by franklin to be more than 82%. The quantitative data were analyzed using person product moment correlation, k2, analysis of variance (ANOVA), and independent samples t test. The questionnaires were analyzed using version 20 of SPSS software and the significance level was equal to 0.05. Results: The results indicated that 80% of the students deployed a convergent style of learning. Also, it was found that there was no meaningful relationship between learning styles and academic success (P = 0.61). There was no significant relationship between locus of control and academic achievement (P = 0.51). However, the learners with internal locus of control were older than the ones with external locus of control (P = 0.04). Conclusions: Because of the novelty of virtual education in Iran, it demands more research to specify the degree of success gained by this kind of educational system.
... LOC can also influence the way an individual responds to success. In one study (Kernis, 1984), subjects were led to make either internal or external attributions for their success at a certain task. Those who made internal attributions had a better performance on the same task than on a different task when tested again, whereas those who made an external attribution had a better performance on a different task than on the same task. ...
... Those who made internal attributions had a better performance on the same task than on a different task when tested again, whereas those who made an external attribution had a better performance on a different task than on the same task. Therefore, internalizers are more likely to continue performing a task that they have performed well, while externalizers may stop working on the successful task and focus their efforts on a different task (Kernis, 1984). ...
Communication apprehension is a common phenomenon in ESL classes globally. This form of anxiety affects students‘ oral communication. The obstacles present in a student hinder successful language learning and communication among students. Effective communication is compulsory in a language classroom in order to perform better in classroom based language activities. This quantitative study highlights the importance of oral communication in an English language classroom and communication apprehension faced by international undergraduate students. For the purpose of this study, Mccroskey‘s (1970) personal report of communication apprehension scale (PRCA) will be utilized to identify oral communication apprehension faced by this group of students. The results will be able to provide insights to language educators on the issue of communication apprehension among international undergraduate students and measures that can be taken to overcome the hurdles.
KEY WORDS
Communication apprehension, international undergraduate students, English language classroom
... 122-123) summary of the research findings reflecting the impact of students' internal and external locus of control orientations on learning. Phares (1979) accept their individual inadequacy escape their individual inadequacy Lonky & Reihman (1980) spend much time on performing learning tasks do not spend much time on performing learning tasks Kernis (1984) are persistent in performing learning tasks are not persistent in performing learning tasks ...
The Proceedings of the 22nd TESOL Arabia Conference: Language. Culture. Communication: Transformations in Intercultural Contexts.
This volume contains 17 articles selected from papers presented at the 22nd TESOL Arabia Conference: Language. Culture. Communication: Transformations in Intercultural Contexts, held in Dubai, UAE, in March 2016.
The articles are divided into the following four sections:
Technology and E-Learning
Language Assessment and Evaluation
Classroom Teaching
ELT Research
The articles included in this volume represent the diverse background and research interests of the TESOL Arabia membership. The contributions are a mix of theoretical, empirical and pedagogical practices with a strong emphasis on the role of technology in English language teaching. This makes the volume a must-read for ELT professionals in the region as well as worldwide.
... Previous studies have also documented two psychosocial factors, locus of control and self-efficacy, as important predictors of academic performance of college students (Findley & Cooper, 1983;Kernis, 1984;Zimmerman & Bandura, 1994;Niemiec, Sikorski, & Walberg, 1996;Cook, 1997;Wiest, 2001;and North Central Regional Educational Laboratory, 2004). Locus of control is the personal belief about the extent to which one's behaviors influence a specific outcome (Rotter, 1966). ...
This study utilized the goal-efficacy model to examine a) the extent to which index scores of student self-efficacy, self-set goals, assigned goals, and ability (four variables in the model) could predict academic performance of university students; and b) the best predictor of academic performance. The sample comprised 103 undergraduate students in a university in North Carolina who completed self-administered questionnaires voluntarily during the spring semester of 2005. The instrument used was the revised versions of Motivated Strategies for Learning Questionnaire (MSLQ) and Self-Efficacy for Self-Regulated Learning (SESRL) questionnaire. For analysis, zero-order correlation was performed to estimate the association between the independent variables (ability, self-efficacy, self-set goals, and assigned goals) and the dependent variable (course grade). Three other variables--high school GPA, hours worked weekly, and environmental restructuring--were included in the analysis for elaboration. A multiple regression analysis was also performed to determine the predictive power of the independent variables. In both bivariate and multivariate analyses, high school GPA and student self-efficacy were strongly correlated with academic performance. Of the four variables in the model, high school GPA is a better predictor of student academic performance than sell-efficacy.
... On the contrary, learners who perceive their behaviors as influenced by their internal beliefs and action are named internally reinforced students (White, 1999;Lefcourt, 1982). A plethora of research has pointed out the effects of locus of control on problem solving (Wang, 1983), self-esteem and persistence (Basgall & Snyder, 1988;Bender, 1995;Kernis, 1984;Lonky & Reihman, 1980), anxiety (Biaggio, 1985;Carden, Bryant & Moss, 2004), language achievement (Ghonsooly & Elahi, 2010) and reading and writing (Ghonsooly & Elahi, 2011;Knowles & Kerkman, 2007). It seems that creativity and reflectivity in doing tasks have been neglected in the literature on locus of control. ...
The present study aims at providing a clear picture of Julian Rotter’s (1966) locus of control and learners’ creative thinking. Specifically, the study seeks to determine the differences between internal and external orientation in creative writing. In this respect, 20 MA students were asked to complete the Internal Control Index questionnaire and write four writings on the provided topics. The results of the study reveal that internally perceived learners particularly opt more to contemplate and explore cases inasmuch as they believe that they have the control of their environment. However, being in direct opposition, externalizers believe that environment is not under their control and their success and failures are out of their hands. The study concludes that the higher the internal locus of control, the more creative learners are. The research findings may add to our understanding of the learners and learning concerning Attribution Theory.
... However, those with an internal locus of control are likely to consider a bright future for themselves by trying harder and making more efforts which may lead to a raise in their grades (Noel, et al., 1987). Examining the behavior of internals and externals in performing tasks, Kernis (1984) found that internals were interested in continuing the tasks they performed successfully whereas externals avoided working on a particular learning task and preferred to work on other tasks. This finding was partially in line with Lonky and Reiman's (1980) research in which their internal students spent more time on performing tasks than externals. ...
Locus of control refers to individuals’ orientation to attribute their successes and failures. Its effect on students’ academic achievement has scarcely been investigated within General English context. This study is aimed at exploring the difference in General English (GE) achievement between students of Medicine and Theology. It also examines the effect of locus of control (LOC) on GE achievement in these two groups of university students. University students’ General English scores serve as criteria for General English achievement. Fifty students of Medicine and fifty students of Theology participated in this study. The results of the study indicate that: (1) there is a significantly positive association between university students’ LOC and their GE achievement, (2) there is a significant difference in GE achievement between students of Medicine and Theology, and (3) there is a significant difference in LOC orientation between these two groups of university students. The results of the interviews conducted with the participants were also in line with those of the questionnaires. The findings of this study suggest that developing internal control orientation can be very constructive in getting better grades in GE courses.
... However, those with an internal locus of control are likely to see a bright future for themselves by trying harder and making more attempts which may lead to a raise in their grades (Noel, et al., 1987). Examining the behavior of internals and externals in performing tasks, Kernis (1984) found that internals were interested in continuing the tasks they performed successfully whereas externals avoided working on particular learning task andpreferred to work on other tasks. This finding was partially in line with Lonky and Reiman's (1980) research in which their internal students spent more time on performing tasks than externals. ...
Locus of control in social psychology refers to the extent to which individuals believe that
they can control events that affect them. The purpose of the study was to determine the
relationships between locus of control (LOC) orientation and high school student`s language
achievement. The dichotomous categorization of Internals and Externals was taken into
account. The instrument used in the study was the
revised version of Julian Rotters` locus of control (2003) which identified internal and
external orientations.
... (1981), Gifford, Mianzo, (1972) concluded that those with internal locus of control show more persistence (cited in Ghapanchi and Golparvar, 2011). Morris and Messer (1978) also found that internalizers have more academic task persistence. Consequently, translation students who are internally oriented are more persistent in their translation tasks. Kernis (1984) similarly found that individuals, who are internally controlled, are more task oriented. This may explain the fact that students with internal locus of control devote more effort to and spend more time on their academic tasks that leads to more academic success. Interestingly, this assumption is reflected in the data gathered through in ...
This paper investigates the effect of Locus of Control (LOC) on translation students" achievement. Participants of the study included 151 BA seniors who studied English Translation at Mashhad Universities and Institutes of higher education. Both male and female students filled in the LOC questionnaire.The Persian version of LOC (Ghonsooly & Elahi, 2010) was used to measure the participants" Locus of Control. The results of the statistical analyses revealed that students" Locus of Control has a significant and positive relationship with their translation achievement. The results of the interview phase of the study were also consistent with the statistical analyses.
... reat deal of persistence 6. Exhibit a willingness to delay rewards to maximize them 1. are passive 2. are compliant 3. are non-exploratory 4. are inattentivePhares (1979)1. accept their individual inadequacy. 1. escape their individual inadequacy.Anderman and Midgly (1997)1. are likely to see a bright future. 1. are unlikely to see a bright future.Kernis (1984)1. are persistent in performing learning tasks. 1. are not persistent in performing learning tasks.Lonky and Reihman (1980)1. spend much time on performing learning tasks. 1. do not spend much time on performing leaning tasks.Biaggio (2004)1. experience state-anxiety in "luck" ...
Locus of control, a psychological construct, has been the focus of attention in recent decades. Psychologists have discussed the effect of locus of control on achieving life goals in social/psychological interactions. While learning a foreign language involves both social interactions and psychological processes, the role and relation of locus of control in foreign language achievement is seemingly overlooked. This study is, therefore, concerned with examining the relationship between EFL learners' locus of control (LOC) and their L2 reading and writing achievement. Using Internal Control Index as the main instrument of the study and measuring L2 reading and writing achievements of 136 undergraduate students studying English as their major in two universities followed by an interview, the researchers examined the relation of their locus of control and their writing and reading comprehension achievements. The results of the study indicated that locus of control had a positive correlation with their L2 reading and writing achievement. Also the results of the interviews supported the information obtained from the questionnaires. The researchers have pinpointed to the importance of inculcating a sense of responsibility in EFL learners to improve their LOC orientation which might result in higher achievements in L2 reading and writing.
... The concept of LOC is closely associated with attribution theory whereby the causes of the events can be expounded (Jarvis, 2005).Those identified with an external attribution tend to believe that some external factors motivate a given event. By contrast, an internal attribution assigns causality to factors within a person rather than environmental ones (Vaidyanathan&Aggarwal, 2003).The researchers found that internals tended to persist and successfully complete the task they were engaged in whereas externals eschewedperforming the particular learning task and preferred to work on other tasks (Kernis, 1984;Lonky&Reiman, 1980). ...
This study was an attempt to explore the possible relationship between EFL
learners' psychological orientations manifested in the dichotomous categorization of
internal and external locus of control with the strategies they use for learning
vocabulary. Also, attempts were made in order to explore any regular patterns which
would decide for male and female EFL learners to be put into either internal or
external groups in terms of their LOC and vocabulary learning strategies. To this
end, Rotter's Locus of Control Scale (1966) and a questionnaire adapted from
Vocabulary Learning Strategies Questionnaire of Li (2004) were distributed among
74 students selected from junior students of English Literature at University of
Kashan and AllamehTabataba’i University (51females and 23 males). Pearson
product moment correlation and independent samples t-test were used for data
analysis. EFL learners’ locus of control (LOC) and their use of vocabulary learning
strategies (VLSs) were found to have an insignificant correlation with each other. It
was also found that there was no significant difference between male and female
participants in terms of their locus of control and their use of vocabulary learning
strategies.
This study is concerned with examining the differences in General English (GE) achievement in the university entrance exam among students of humanities, sciences, and engineering. It also explores the effect of locus of control (LOC) on GE achievement in the entrance exam among these three groups of students. One hundred and forty four students of Ferdowsi University of Mashhad participated in this study. Self-report questionnaires and students’ English scores in the university entrance exam are used in this study. The results indicate that: 1) There is a significantly positive relationship between student's LOC and their GE achievement in the entrance exam and 2) There are significant differences in GE achievement in the university entrance exam across the three groups of students, The findings of this study indicate that encouraging students to improve their self-efficacy can be quite helpful for them to achieve higher scores in the GE section of the entrance exam.
The purpose of the study is to determine the relationships between locus of control (LOC) orientation and high school students’ language achievement. The popular categorization of internals and externals was taken into account. The participants of this study were 121 high school students in the second, third and pre-university grades in two public high schools of Isfahan, Iran. One of the instruments used in the study was an adopted version of Julian Rotters’ locus of control (1966) which identified internal and external orientations. The participants’ English scores were regarded as the measure of their achievement. Besides, a questionnaire consisting of 29 items was administered to all 121 students. Responses were put into one way and two-way ANOVA, the regression analysis, the independent t-test, chi-square and linear regression analysis to compare the means of two sets of scores. The findings of this study show a significant relationship between locus control and achievement of high school students. The findings can be used by EFL teachers and syllabus designers. © 2012, Australian International Academic Centre PTY LTD. All rights reserved.
This study aimed at finding out whether Jordanian middle school learners' locus of control is related to their parent's upbringing style. Two scales were used in this study. Results showed that there is a clear relationship between to two factors. Gender did not reveal any significance on any of the two factors. Results were discussed in light of relevant literature and the context of Jordan society's culture.
Word processed copy. Thesis (D. Ed.)--University of South Africa, 2005. Includes bibliographical references.
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