dysthymic research

LOCUS OF CONTROL, INTEREST AND ACADEMIC PERFORMANCE

Introduction

 This study explores two questions regarding factors related to students’ academic

performance and success. The first examined the relationship between locus of control

and academic performance.

 Locus of control refers to how much one feels he or she has control over their behavior

what happens in their day to day life. It is an important factor in students’ perceived

control over their grades in school.

 Studies investigated elementary school children (Skinner, Wellborn, & Connell, 1990),

secondary school children (Cappella & Weinstein, 2001), and college students (Wang &

Newlin, 2000). All three studies used scales or surveys, filled out by the students, in

order to determine each student’s locus of control.

 Wang & Newlin and Cappella & Weinstein operationalized academic success as future

class grades. Skinner, Wellborn, & Connell also used standardized test scores and

teacher reviews of class behavior in order to gain more insight into the participation

aspect of academic performance.

 The second question investigated was: what the relationship is between students’

interest in a subject and their academic performance in that subject. Two studies

operationalized the interest variable by creating a scale or questionnaire that students

filled out regarding interest in the particular subject of the class (Harackiewicz, Durik,

Barron, Linnenbrink-Garcia, & Tauer, 2008; Johnson, McGue, & Iacono, 2006).

 Harackiewicz, et al., surveyed students three times—before classes started, three weeks

into the semester before exams were given, and two weeks prior to the end of the

semester in order to obtain the most complete set of interest data.

 Conversely, Allen & Robbins (2010) used the Unisex Edition of the ACT Interest

Inventory to operationalize interest. The UNIACT asks students to indicate to what

LOCUS OF CONTROL, INTEREST AND ACADEMIC PERFORMANCE

extent they enjoy doing different work-related activities and generates potential interests

based on this information.

 Allen & Robbins then compared this interest information to students’ choice of college

major. Allen & Robbins and Harackiewicz, et al. both defined academic achievement as

college GPA, however, like Skinner, et al., Johnson, et al. also integrated teacher reports

on class conduct into their operationalization of academic performance.