Date Approved

5-4-1999

Embargo Period

7-21-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Klanderman, John

Second Advisor

Dihoff, Roberta

Subject(s)

Academic achievement; Locus of control; Sex differences

Disciplines

Educational Psychology

Abstract

This study intended to look at the relationship between locus of control, gender, and academic achievement. The following variables were used: Rotter's I-E scale, Trice's Academic Locus of Control Scale, gender, and college GPA/grades. A sample of 59 subjects (36 female, 23 male) were obtained from the Rowan University student body and each were given the two scales. Six hypotheses were tested using correlational statistics such as the Pearson r, independent t-test, and analysis of means. Results found that a positive relationship existed between Rotter's and Trice's scales. It was also found that although no relationship existed between Rotter's scale and GPA/grades, a significant correlation was found between Trice's measure and GPA/grades. In addition, sex differences were found using Trice's measure but not Rotter's scale. Significant differences were also found between the sexes on the variables of GPA and grade scores, with females possessing higher GPA and grades. Lastly, upon analyzing the mean scores of both sexes on samples cited in Rotter's 1966 article and that of the current Rowan sample, it was found that there were indeed apparent differences; mainly, individuals from both sexes of the Rowan 1998 study tended to score more externally as compared to Rotter's samples.

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