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Related Experiment Videos

Locus of control and competence.

M P Naditch, T DeMaio

    Journal of Personality
    |December 1, 1975
    PubMed
    Summary

    Locus of control relates to competence differently in males and females. For males, high value on outcomes correlated with competence, while for females, low interest areas showed a relationship, impacting school and social behaviors.

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    Area of Science:

    • Psychology
    • Educational Psychology
    • Social Psychology

    Background:

    • Locus of control, a key psychological construct, influences an individual's perception of control over life events.
    • Competence, encompassing skills and abilities, is crucial for academic, social, and personal development.
    • Understanding the interplay between locus of control and competence is vital for educational and developmental interventions.

    Purpose of the Study:

    • To examine the relationship between locus of control and competence across various domains.
    • To investigate potential gender differences in this relationship.
    • To explore how value and interest moderate the locus of control-competence link.

    Main Methods:

    • A sample of 346 ninth-grade students participated in the study.
    • Competence was assessed using self-report measures, standardized tests, academic grades, and peer ratings.
    • Locus of control was measured to determine students' beliefs about the causes of events.

    Main Results:

    • For males, locus of control correlated with competence only in high-value domains.
    • For females, the relationship between locus of control and competence was significant in low-interest domains.
    • These gender-specific patterns suggest differential motivational influences on performance.

    Conclusions:

    • The findings highlight the complex, gender-differentiated nature of the locus of control-competence relationship.
    • Motivational factors, such as perceived value and interest, play a crucial role in moderating this association.
    • Implications for tailored educational and psychological support strategies based on gender and individual motivational profiles were discussed.

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