LD2668 .T4 1962 S76

The effects of parental control on Chinese children’s academic functioning have presented a paradox to the parenting literature (Chao, 1994). Chinese parents were empirically found to be controlling and restrictive, and yet their children often managed to perform well academically. Viewing the limit of Western parenting theories in explaining the findings on Chinese parenting, some researchers have turned to study the differences between the Eastern and Western cultures in perceiving parental control. However, the emphasis on what is different between cultures (i.e. the emic) might result in overlooking what is common across cultures (i.e. the etic). The present research put a parallel focus on the emic and the etic processes pertaining to the paradox. It compared how Chinese and American children felt affectively towards their mothers' involvement in an academically related task. Mothers' controlling behaviors could elicit different feelings among children across cultures, and thus result in varied motivational outcomes. This could be the key to resolve the paradox. The present research also examined the role of mother-child socio-emotional relatedness in affecting children’s feelings towards mothers' involvement in the task session as well as task motivation among the two cultures. A total of 142 mothers and their 5th graders were invited to participate in a laboratory activity which resembled everyday homework task. About half of the mother-child dyads (n = 73) were Caucasian Americans recruited in Urbana-Champaign and the other half (n = 69) were Chinese recruited in Hong Kong. The children were asked to work on three similar digit-search tasks. They were joined by their mothers for the second task, during which the mother-child interactions were videotaped. Mothers’ controlling behaviors were operationalized as mothers’ provision of unsolicited interventions during the second task session. Children’s feelings towards mothers' involvement in the task session (i.e. felt anger/hurt, felt loved/cared for), task motivation as well as their social-emotional relatedness with mothers were assessed by self-report measures. 　　　Similar across cultures, children’s feelings instead of the actual unsolicited interventions from mothers were found to be the significant predictors for children’s task motivation. Nevertheless, Chinese and American children differed in how they felt affectively towards maternal control. Heightened unsolicited interventions from mothers were associated with elevated feelings of anger/hurt among the American children but not the Chinese children. Similar across cultures, children were more likely to report elevated feelings of being loved/cared as well as higher task motivation when they reported higher level of socio-emotional relatedness with their mothers. Nevertheless, the mechanisms underlying the effects of socio-emotional relatedness on motivation were different across cultures. 　　　Overall, the findings revealed both the eitc and the emic aspects in how maternal control is associated with children’s feelings, motivational outcomes, and mother-child socio-emotional relatedness. The present research provides a solution to the Chinese parenting paradox through adopting a globally applicable framework that can accommodate both the universality and the cultural specificity pertaining to the effects of parental control. It also makes contribution to the development of global psychology that integrates both emic and etic approaches. / published_or_final_version / Psychology / Doctoral / Doctor of Philosophy

The primary purpose of this study was to determine the degree to which two psychological variables, locus of control and metacognition, are correlated in high school students. In addition, the study considered the effects of such secondary variables as grade level, ethnic status and sex on locus of control and metacognition during the high school years. Data were gathered from 102 subjects enrolled in four high school English classes. The subjects completed a package containing two instruments. The Rotter Internal-External scale was used to assess locus of control. Low score values on this instrument are indicative of an internal locus of control, while high values typify persons having an external locus. An index of metacognition was provided by a researcher-prepared instrument composed of a cloze task in which each response was accompanied by a prediction of correctness. The correctness of responses, paired with the prediction values, provided for calculation of an index of metacognition which could subsequently be correlated with scores on the locus of control measure. The subjects completed a short questionnaire which identified such personal characteristics as their year in school, ethnic status and sex. Identification of these variables provided for an investigation of the effects of these factors on locus of control and metacognition. Results of hypothesis testing indicated a significant (alpha = .05) negative correlation between locus of control and metacognition. Subjects with an internal locus of control tended to have higher levels of metacognition. No significant differences were found between either mean locus of control scores or mean metacognition scores when these values were compared across the secondary variables of grade level, ethnicity and sex. The values of the correlation coefficient between locus of control and metacognition were not found to differ significantly when compared across grade level, ethnicity and sex. Based on the results of hypothesis testing it was concluded that locus of control and metacognition are correlates. The lack of significant differences when each variable was compared across grade levels, minority/non-minority status and sex led to the conclusion that the correlation between the primary variables is a general one, not dependent on linkage to one of the secondary variables investigated.

A grounded theory study was conducted to identify, describe and provide a theoretical analysis of the conditions and events surrounding the occurrence of physical trauma. Research questions addressed were: What pattern of behavior is present in individuals prior to experiencing a motor vehicle collision (MVC)?; To what degree do trauma patients view themselves as active participants in a MVC that results in physical injury? Twenty one informants participated in the study. Theoretical sampling involved the use of a variety of sources of data. Vignettes, interviews, songs, commercials and automobile advertisements were triangulated with existing literature. Constant comparative analysis revealed a grounded theory of self protection. Self protection consists of three phases; perceptions of actual control over the environment, experiencing a traumatic event that signifies loss of control over their environment, and self protection to enhance perceptions of actual control over the environment post event. Controlling perceptions influenced use of protection devices and post trauma driving behavior. Self protection involved emotional focused and problem focused strategies similar to that described in the literature. Perceptions of actual control over the environment was not a static trait but appeared to be situationally dependent. The theory explained the behavior of the majority of the informants regardless of their mechanisms of injury; although patients with injuries resulting from violence were omitted from the study. Informants who viewed driving as a pleasurable action with unpredictable outcomes, as a form of risk taking behavior, did not identify self protection strategies post event. The other informants viewed driving as an unconscious, automatized behavior and denied engaging in risk taking prior to the MVC. Findings indicate the need to explore the social context of the American lifestyle and the image of the automobile when explaining self protective strategies. Automobile manufacturers provide the illusion of control over the environment in their advertisements perhaps negating the need for self protection. Rationale for not supporting mandatory protection for the use of seat belts and helmets was provided by the informants. Further testing with contrasting groups is indicated to determine the usefulness of the theory outside the trauma patient population.

Educators are beginning to realize that the apparent lack of "motivation" observed in many students may be due to a poor self-concept. The benefits of a positive self-concept are apparent in many different areas of a child's education ranging from attendance and behavior to interpersonal relations. While numerous studies support the need for a positive self-concept, the majority of leadership and motivation programs currently in existence are designed for the adult market. The "ASPIRE!" program, designed by the researcher, has been conducted in a number of secondary schools and is apparently meeting the motivational needs of the students. But, no statistical data existed to support this. The present study was undertaken to determine if the "ASPIRE!" program had any effect on helping selected secondary school students to develop a more positive self-concept and become more "internalized" in their locus-of-control. 240 students were involved in the study consisting of an equal number of male and female subjects as well as Anglo and Mexican-American subjects. The variables in this study were self-concept as measured by the Tennessee Self-Concept Scale and the Osgood Semantic Differential Scale, and locus-of-control as measured by the Rotter Locus-of-Control Scale. Demographic data was also collected. Significant differences were discovered on the measures of self-concept and locus-of-control for all subjects. It was found that the self-concept improved for all groups of students at the completion of the "ASPIRE!" program. The subjects also became more "internalized" in their locus-of-control. It was also discovered that there were no differences between males and females and Anglos and Mexican-Americans in developing a more positive self-concept. However, it was found that high socioeconomic status students and first or second born children or children from small families tended to have a more positive self-concept and be more internalized in their locus of control than other students. The findings suggest that the "ASPIRE!" program may be a useful tool in helping to improve the self-concept of junior and senior high school students.

This study was designed to examine the relationship of Locus of Control with Teacher Stress. Research and null hypotheses were formulated and additional information was collected through the use of a subjective survey. The subjects of this study were 100 secondary school teachers who were attending summer school at The University of Arizona in 1981, in the College of Education. The I-E Locus of Control Scale and the Teacher Stress Events Inventory were administered to collect data. Four subgroups were developed from interactions of the two variables. Null hypotheses were created to examine the relationship of high and low Locus of Control with high and low Teacher Stress. A scattergram and Pierson Product Moment Correlation were used to examine each subgroup and their respective null hypotheses for statistical significance and linear directionality. No subgroups yielded statistical significance and all null hypotheses were retained. An analysis of additional information was obtained by cross-tabulations of selected items of demographic data. The analysis, by clusters, revealed that most subjects: (1) Were $25,000 from more than one income and considered themselves under little stress.

It was the purpose of this study to determine and compare the locus of control of selected seventh and tenth grade students attending the comprehensive high school (Gesamtschule) with those attending two of the traditional high schools (Hauptschule and Gymnasium) in West Berlin, Germany. Eight hundred twenty-nine students from three Hauptschulen, two Gymnasium and two Gesamtschulen participated in the study (males = 486, females = 343). A translated version of Rotter's Internal-External Scale of Locus of Control and a demographic questionnaire were administered to the students in the spring of 1981. The data were analyzed in reference to seven variables: school affiliation; grade level; sex; ordinal position; family size; socioeconomic status; and religious affiliation. Data analysis was performed by comparisons of means using one and two factor analyses of variance with the .05 level of significance held critical. Results revealed significant differences among secondary school students. Students at the Hauptschule, on the whole, were significantly more internal than students at the Gesamtschule or the Gymnasium. Taking grade level into consideration, seventh grade students were more internal than tenth grade students. Analyses of the results on the influence of sex, ordinal position and family size on locus of control did not produce significant differences. Although high socioeconomic status students in all schools had lower, more internal, locus of control scores, the difference was not significant. Analysis of variance of locus of control as a function of school attendance and religious affiliation produced significant differences across school types and significant interaction, but failed to produce significant differences between Protestan and Roman Catholic students as a whole. This study succeeded in providing a prototype for cross-cultural research of locus of control. It demonstrated the usefulness of a translated American assessment scale and established locus of control norms for a specific German population.

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We are affected greatly by power, and often do not understand what power is, how it is used, and its many other facets. Power and communication are interrelated, but how they relate to each other has been hard to understand. The model presented in this thesis explicates the relationship between the two critical variables. Power is portrayed as a hierarchical structure that is based on influence (communication) where the intensity and likelihood of success of power attempts increase as the level of power increases. The hierarchical structure has four levels, including influence at its base, and prominence, authority and control at the higher levels.

The aim of this study was to argue for a new conception of subjective control and then to devise psychometric scales to test this new conception in the area of gambling behaviour. The 'Subjective Control'scales were constructed using Michell's (1994a, 1998) theory of the ordinal determinable. After extensive pilot testing, these scales were administered to a participant sample consisting of 57 students, 104 in situ club EGM players and 49 self-referred problem gamblers. The data collected consisted of paired comparisons judgements, ratings and rank orders. The limitations of the findings were discussed and suggestions for future research were made. / Doctor of Philosophy (PhD)