Thesis (M. Ed. (Educ. Psych.)) - Central University of Technology, Free State, 2013 / ABSTRACT The aim in doing this study was to consider what research reports about efficacious teachers and the extent of their locus of control. Teacher Efficacy and Locus of Control was evaluated as part of the teacher’s personal characteristics. Specifically, individuals with a high self-efficacy and internal locus of control believe that outcomes are a result of their own actions. Individuals possessing low self-efficacy and an external locus of control will conclude that external factors of which they had no control, such as luck, contributed to the specific outcome. Research shows that efficacious teachers are capable of changing learners’ attitudes about school, increasing their motivation to learn, and boosting academic achievement. Teachers provide school education and teacher efficiency is reflected in the teaching process and practice. Teacher effectiveness ultimately determines the success of long lasting learning in the classroom. Teachers’ successes are also displayed in learner outcomes. The role of the teacher is to teach his or her learners through interacting with them and to provide an ultimate learning climate. During this interaction, there are various factors that affect the effectiveness of the teacher. Some of these factors, amongst others, include influences of the environment, learner attitudes, the status of the teaching profession and utmost the teacher’s personal characteristics. Combined with teacher personal qualities, teaching will pursue an educational perspective for the development of such learners that will perform to societal expectations, demonstrating comprehensive academic skills for the promotion of quality education. The study ascertained the perceived levels of Teacher Efficacy and Locus of Control with regard to classroom teaching among Further Education and Training (FET) teachers in the Lejweleputswa district inclusive of the underlying reasons for the latter. As a result, this study attempted to outline the challenges facing education in South Africa today. Applied Teacher Efficacy and Locus of Control will enhance teaching and learning in our schools and; simultaneously, elevate our schools to a status of our education system in South Africa to a competitive edge internationally. This study followed a concurrent explanatory approach whereby a quantitative analysis was followed by a qualitative approach. The data was thus integrated to lend itself to reliability and validity. Various tests were done in this regard complimented by tests of normality and homoscedasticity. The analysis of results was taken on a ‘step-down’ approach where the researcher conducted Multivariate analysis (MANOVA) tests, Univariate analysis of variance (ANOVA) tests, t-tests and item analysis for the purpose of further explanation. Statistical significance was substantiated by practical significance through item analysis and qualitative analysis of results. Although levels of Teacher Efficacy and Locus of Control statistically satisfied the desired outcome, item analysis indicated that extraneous variables were present, impinging on these levels. These variables, inclusive of job satisfaction, training programmes, parental involvement and leaving the teaching profession, amongst others, were discussed as part of the results of the study. Significant variations were found in the different age groups of teachers whereby the researcher in addition analysed ‘age’ as an independent variable to the study. This study recommends revisiting of essential aspects pertaining to the teacher and the educational environment that will facilitate effective functioning of the teacher workforce, complimenting levels of teacher efficacy and locus of control.

This study's aim was to investigate whether self-determined behaviour and achievement motivation impact learner's academic performance. Convenient geographic sampling was used to select three pnmary schools in Soshanguve. A likert type questionnaire was used to collect data from 120 learners. Item analyses were preformed to investigate the reliability of subscales. Three hypotheses were tested using analysis of variance and Pearson product moment correlations. The first, which predicted that intrinsic motivation is positively related to academic achievement, was not supported. Both intrinsically and extrinsically motivated learners achieved better in academic tasks than amotivated learners. The second, which predicted a negative correlation between extrinsic motivation extrinsic motivation and academic performance, was also not supported. The third, which predicted that there is a negative correlation between amotivation and academic performance, was confirmed. General conclusions, recommendations, and limitations of the study are discussed. / Psychology / M.A. (Psychology)

This study sought to determine the extent a relationship exists between locus of control and the rate of completion for proposal and dissertation defense among doctoral students. Levenson's Internal, Powerful Others, and Chance scales were utilized to identify locus of control orientation. Findings indicated that: (1) a majority, 102, scored highest on the Internal scale; (2) Internal scale scores above the median related to increased probability of a proposal and dissertation defense and to reduced time in reaching those points; (3) no significant difference was found between male and female defensive externals in completing the proposal or dissertation defense; and (4) females tended to score higher than males on the Internal scale. Among conclusions drawn are: (1) Internal scale scores above the median relate to a reduced length of time to complete the proposal and dissertation defense; and (2) few doctoral candidates scoring higher on the Powerful Others or Chance scales were identified in this doctoral program after the point of qualifying examinations.

Thesis (Ph. D.)--Ohio State University, 2007. / Includes bibliographical references (p. 223-240).

Thesis (MComm)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The dire educational situation in South Africa has urged researchers to investigate possible predictors of academic success. There seems to be an increasing emphasis on non–cognitive factors that might play a role in determining the academic performance of students. In this study various unique challenges first-year students face were underlined, followed by possible key psychological resources needed to overcome such challenges. These resources include self-regulatory skills (i.e. self-leadership and emotional regulation), psychological well-being and constructive self-efficacy beliefs that could all ultimately help determine an individual’s academic success. It was hypothesised that Emotional Intelligence (EI) are central to these psychological resources and play a crucial role in the adaption and performance of first-year students in higher educational institutions. In this study an EI development programme was therefore implemented in order to evaluate whether it is possible to provide students with a powerful resource reservoir (i.e. high EI capabilities) in order to empower them to acquire additional personal and psychological resource (i.e. academic self-leadership, academic self-efficacy and well-being) that are needed to attain academic success. The findings of this study revealed that the EI development programme succeeded in elevating students’ EI, which also led to moderate improvements in their psychological well-being (i.e. less perceived stress), as well as the enhancement of their academic self-leadership (ASL) and academic self-efficacy (ASE) skills and abilities. Institutes of higher education should therefore rethink the emphasis they place on cognitive abilities alone and consider the strategy of also providing opportunities to enhance non-cognitive predictors of academic success. For example, by implementing EI development programmes, such as the one tested in this research, students have a greater chance of developing the necessary self-direction and self-regulation skills necessary to reach academic greatness which, most probably, will also facilitate better employability and career success. / AFRIKAANSE OPSOMMING: Die teleurstellende opvoedkundige situasie in Suid-Afrika het navorsers genoodsaak om moontlike voorspellers aangaande akademiese prestasie te ondersoek. Dit blyk dat daar 'n toenemende klem op nie-kognitiewe faktore geplaas word, wat 'n rol mag speel in die bepaling van die akademiese prestasie van studente. In hierdie studie word verskeie unieke uitdagings wat eerstejaarstudente moontlik in die gesig mag staar geïdentifiseer. Daar word dan ook gekyk na moontlike sleutel sielkundige hulpbronne wat kan help om hierdie uitdagings te oorkom. Hierdie hulpbronne sluit selfregulerende vaardighede (bv. self-leierskap en emosionele regulering), sielkundige welstand en konstruktiewe self-doeltreffendheid in, wat almal uiteindelik ʼn bydrae kan lewer tot ʼn individu se akademiese sukses. Dit was veronderstel dat Emosionele Intelligensie (EI) die kern tot hierdie sielkundige hulpbronne is, en dat dit ʼn beslissende rol in die aanpassing en prestasie van eerstejaarstudente in Hoër Onderwys Instellings speel. In hierdie studie is 'n EI-ontwikkelingsprogram geïmplementeer ten einde te evalueer of dit moontlik is om studente te voorsien met ʼn sterk sielkundige hulpbron basis (bv. hoër EI vermoëns) wat hulle behoort te bemagtig om bykomende persoonlike en sielkundige hulpbronne te verkry (bv. beter self-leierskap, self-doeltreffendheid en sielkundige welstand), wat nodig is vir akademiese vooruitgang. Die bevindinge van hierdie studie het getoon dat die EI-ontwikkelingsprogram daarin geslaag het om studente se EI te verhoog, wat tot gematigde verbetering in hul sielkundige welstand (minder waargenome stres) gelei het, sowel as die verbetering van hul akademiese self-leierskap (ASL) en akademiese self-doeltreffendheid (ASE). Instellings van Hoër Onderwys moet dus die klem wat alleenlik op kognitiewe vermoëns geplaas word opnuut deurdink, en strategieë oorweeg om geleenthede te skep wat nie-kognitiewe voorspellers van akademiese sukses sou verhoog. Deur byvoorbeeld die implementering van ʼn EI ontwikkelingsprogram, soos wat getoets word in hierdie navorsing, te implementeer, sou studente 'n beter kans hê om die nodige self-gerigtheid en selfregulerende vaardighede te bekom, wat nodig is vir akademiese sukses en vordering. Hierdie vaardighede sal waarskynlik ook lei tot beter indiensneembaarheid sowel as loopbaansukses.

This study's aim was to investigate whether self-determined behaviour and achievement motivation impact learner's academic performance. Convenient geographic sampling was used to select three pnmary schools in Soshanguve. A likert type questionnaire was used to collect data from 120 learners. Item analyses were preformed to investigate the reliability of subscales. Three hypotheses were tested using analysis of variance and Pearson product moment correlations. The first, which predicted that intrinsic motivation is positively related to academic achievement, was not supported. Both intrinsically and extrinsically motivated learners achieved better in academic tasks than amotivated learners. The second, which predicted a negative correlation between extrinsic motivation extrinsic motivation and academic performance, was also not supported. The third, which predicted that there is a negative correlation between amotivation and academic performance, was confirmed. General conclusions, recommendations, and limitations of the study are discussed. / Psychology / M.A. (Psychology)

The problem of this study was to search for relationships between selected learning styles as measured by the Grasha-Riechmann Learning Style Scales and personality variables as measured by the Eysenck Personality Inventory and Rotter's Internal-External Locus of Control Scale. An additional problem was to test for differences along the male-female dimension among the personality and attitude variables.

Studies investigating the development of perceived control and coping in the academic domain generally adopt an individual differences approach, reporting mean-level changes in these and associated constructs. Very few studies attempt to chart the process by which these personal resources exert individual and combined influences on academic outcomes, such as motivation and achievement, in light of normative developmental changes. Further, a consideration of reciprocal influences of these constructs on developmental changes and the contribution of social partners to these processes is not common. Conceptualized from a systems perspective, this study integrates these different approaches in a longitudinal inquiry into the development of perceived control and coping, the impact of coping on academic engagement and achievement, and how support from the context shapes, and is subsequently shaped by, student behavior. An action-theoretic model is used to describe the hypothesized relationships, deriving from Deci & Ryan's (1985) self-determination theory, and incorporating a flexible framework of coping as functionally similar yet structurally distinct strategies, defined as action-regulation under stress (Skinner, Edge, Altman, Sherwood, 2003; Skinner & Zimmer-Gembeck, 2007). Four ways of coping are examined, divided into two categories: mastery coping, comprising problem-solving and information-seeking, and helplessness coping, comprising escape and confusion ways of coping. Contextual support is conceptualized as teacher provision of structure, involvement, and autonomy support. Engagement, as a motivational resource that leads to increased achievement, comprises both behavioral and emotional aspects of engagement. A tri-partite formulation of perceived control is used (Skinner, Chapman, & Baltes, 1988a), comprising means-end (strategy), agency (capacity), and generalized control beliefs. Data collected during one year of a four-year longitudinal study from 665 students in grades four and six, and fifty-three of their teachers, were used for this investigation. Normative developmental differences were examined through comparisons of mean-level shifts in each of the model constructs; regression-based analyses tested for age differences over time in the process structure of the model. Reciprocal influences of coping and engagement on teacher support and perceived control, and of engagement and achievement on coping, were also tested for age differences. Results highlight the normative developmental changes that occur in these constructs during middle childhood, and indicate that the pattern of these changes is largely consistent with expectations; however, the process structure of the model relating the constructs of interest was found to be stable over time, with only one significant age difference detected: the influence on mastery coping of means-end control beliefs for effort. All other relationships tested did not differ significantly as children get older. Discussion focuses on evidence provided by the results of age trends in the developmental processes believed to be the drivers of change in the study constructs. Implications for the study of coping, regulatory processes, and features of the educational context, as they relate to the development of children's coping and control resources, are explored, with suggestions for the direction future research in these areas might take.

Ho, Wing-yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 70-82). / Text in English; abstracts in English and Chinese. / Ho, Wing-yee. / Abstract --- p.ii / Acknowledgments --- p.iv / List of Table --- p.viii / List of Figure --- p.ix / Chapter CHAPTER ONE --- Introduction --- p.1 / Chapter 1.1 --- Background information --- p.1 / Chapter 1.2 --- Purpose of the study --- p.7 / Chapter 1.3 --- Definition of terms --- p.7 / Chapter 1.4 --- Delimitations --- p.9 / Chapter 1.5 --- Limitations --- p.10 / Chapter 1.6 --- Significance of the study --- p.10 / Chapter CHAPTER TWO --- Review of Literature --- p.12 / Chapter 2.1 --- Global self-esteem --- p.12 / Chapter 2.1.1 --- Theoretical background --- p.12 / Chapter 2.1.2 --- Self-esteem in children --- p.17 / Chapter 2.1.3 --- Self-esteem and sports --- p.19 / Chapter 2.1.4 --- Self-esteem and academic achievement --- p.20 / Chapter 2.1.5 --- Self-esteem and gender --- p.22 / Chapter 2.2 --- Attributional style --- p.24 / Chapter 2.2.1 --- Theoretical background --- p.24 / Chapter 2.2.2 --- Attributional style and academic level --- p.27 / Chapter 2.2.3 --- Attributional style and sports --- p.28 / Chapter 2.3 --- Attribution and self-esteem --- p.29 / Chapter 2.4 --- Summary --- p.31 / Chapter CHAPTER THREE --- Method --- p.33 / Chapter 3.1 --- Participants --- p.33 / Chapter 3.2 --- Instrumentation --- p.33 / Chapter 3.2.1 --- In assessing global self-esteem --- p.33 / Chapter 3.2.2 --- In assessing general attributional style --- p.34 / Chapter 3.2.3 --- In assessing perceived sports competence --- p.35 / Chapter 3.2.4 --- In assessing sports specific attributional style --- p.36 / Chapter 3.3 --- Procedures --- p.37 / Chapter 3.4 --- Statistical analysis --- p.38 / Chapter CHAPTER FOUR --- Results --- p.40 / Chapter 4.1 --- Descriptive statistics --- p.40 / Chapter 4.2 --- Reliability for internal consistency --- p.41 / Chapter 4.3 --- The effect of gender and age on global self-esteem and attributions --- p.43 / Chapter 4.4 --- The effect of school banding and perceived sports competence on global self-esteem by gender --- p.45 / Chapter 4.4.1 --- The relationship between academic achievement and global self-esteem by gender --- p.46 / Chapter 4.4.2 --- The relationship between perceived sports competence and global self-esteem by gender --- p.47 / Chapter 4.5 --- The effect of school banding and perceived sports competence on general attributions --- p.48 / Chapter 4.5.1 --- The relationship between academic achievement and general attributions --- p.48 / Chapter 4.5.2 --- The relationship between perceived sports competence and general attributions --- p.49 / Chapter 4.6 --- The effect of school banding and perceived sports competence on sports specific attributions by high school level --- p.50 / Chapter 4.6.1 --- The relationship between academic achievement and sports specific attributions in junior high schools --- p.51 / Chapter CHAPTER FIVE --- Discussion --- p.53 / Chapter 5.1 --- The effect of gender and age on global self-esteem and attributions --- p.53 / Chapter 5.2 --- The effect of school banding and perceived sports competence on global self-esteem by gender --- p.56 / Chapter 5.2.1 --- The relationship between academic achievement and global self-esteem in high schools' female athletes --- p.57 / Chapter 5.2.2 --- The relationship between perceived sports competence and global self-esteem in high schools' athletes --- p.58 / Chapter 5.3 --- The relationship between school banding and general attributionsin high schools' athletes --- p.59 / Chapter 5.4 --- The relationship between perceived sports competence and general attributions in high schools' athletes --- p.63 / Chapter 5.5 --- The relationship between academic achievement and sports specific attributions in junior high schools' athletes --- p.65 / Chapter 5.6 --- Conclusion and Recommendations --- p.67 / References --- p.70 / Appendix A --- p.83 / Appendix B --- p.85 / Appendix C --- p.86 / Appendix D --- p.87 / Appendix E --- p.91 / Appendix F --- p.102 / Appendix G --- p.103 / Appendix H --- p.104 / Appendix I --- p.108

成子娟. / 論文(博士)--香港中文大學, 1999. / 參考文獻 (p. 248-263) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Cheng Zijuan. / Lun wen (bo shi)--Xianggang Zhong wen da xue, 1999. / Can kao wen xian (p. 248-263) / Zhong Ying wen zhai yao.