Locus of Control Analysed with Regards to Non-Traditional Tertiary Students of Education

Q3 Social Sciences

Studia Paedagogica Pub Date : 2021-01-25 DOI:10.5817/SP2020-4-7

J. Malach, Dana Vicherková, Tomás Barot

{"title":"Locus of Control Analysed with Regards to Non-Traditional Tertiary Students of Education","authors":"J. Malach, Dana Vicherková, Tomás Barot","doi":"10.5817/SP2020-4-7","DOIUrl":null,"url":null,"abstract":"Locus of control, as a psychological characteristic, influences the experience and behaviour of individuals in all life situations, including the moment when an adult enters university and becomes a non-traditional student. Research on the locus of control of students at a faculty preparing experts for educational professions (teachers of all levels, social and special pedagogues, and andragogues) was initiated due to the increasing failure rate of non-traditional students within university efforts to achieve quality in all teaching activities and the need to verify the assumption that most applicants with an internal locus of control (ILC) choose an educational profession requiring management of other people's learning. The Zemanova Dolejs Locus of Control Scale revealed a dominant ILC or external (ELC) localisation of the locus of control in all 411 tertiary students, 152 of whom were non-traditional students. Considering their distribution into ILC and ELC, statistically significant relationships were identified in locus of control according to the form of study. For non-traditional students, no statistically significant relationships were found for age or type or years of study for either ILC or ELC.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"25 1","pages":"135-159"},"PeriodicalIF":0.0000,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studia Paedagogica","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5817/SP2020-4-7","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 1

Abstract

Locus of control, as a psychological characteristic, influences the experience and behaviour of individuals in all life situations, including the moment when an adult enters university and becomes a non-traditional student. Research on the locus of control of students at a faculty preparing experts for educational professions (teachers of all levels, social and special pedagogues, and andragogues) was initiated due to the increasing failure rate of non-traditional students within university efforts to achieve quality in all teaching activities and the need to verify the assumption that most applicants with an internal locus of control (ILC) choose an educational profession requiring management of other people's learning. The Zemanova Dolejs Locus of Control Scale revealed a dominant ILC or external (ELC) localisation of the locus of control in all 411 tertiary students, 152 of whom were non-traditional students. Considering their distribution into ILC and ELC, statistically significant relationships were identified in locus of control according to the form of study. For non-traditional students, no statistically significant relationships were found for age or type or years of study for either ILC or ELC.

查看原文本刊更多论文

非传统型大学生心理控制源分析

控制点作为一种心理特征，影响个人在所有生活情况下的经历和行为，包括成年人进入大学并成为非传统学生的那一刻。关于为教育专业培养专家(各级教师、社会和特殊教师、由于非传统学生在大学努力实现所有教学活动质量的失败率不断上升，以及需要验证大多数具有内部控制点(ILC)的申请人选择需要管理他人学习的教育职业这一假设，因此发起了这一研究。Zemanova Dolejs控制源量表显示，所有411名大学生的控制源均存在显性控制源或显性控制源(ELC)定位，其中152名为非传统学生。考虑到它们在ILC和ELC中的分布，根据研究的形式，在控制位点上发现了统计学上显著的关系。对于非传统的学生，无论是学习ILC还是ELC，年龄、类型或学习年限都没有统计学上的显著关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Studia Paedagogica Social Sciences-Education

CiteScore

1.00

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： Studia Paedagogica publishes original papers on education, upbringing and learning from all spheres of social life. The papers are theoretical, but mainly empirical as the journal publishes research undertaken in the Czech Republic and abroad. The journal publishes only original research papers and is open to both experienced and early researchers. Early researchers can publish their papers in the section Emerging Researchers of the journal and are offered intensive editorial support. The journal is interdisciplinary - it covers current topics in educational research while at the same time providing scope for studies grounded in other social sciences. The journal publishes four issues per year, two issues are dedicated to general interest articles and are in Czech, two issues are on a single topic and are in English. Studia Paedagogica is a peer reviewed journal published by the Masaryk University. The executive editors are members of the staff of the Department of Educational Sciences and the editorial board comprises of international experts. The name of the journal is derived from the name of its predecessor, Studia minora facultatis philosophicae universitatis brunensis (Sborník prací filozofické fakulty brněnské univerzity), which was issued from 1996 to 2008. However, the tradition of the journal dates much further back as the pedagogical-psychological series of the journal was published even between 1966 to 1995.