This study explored the relationship between patients' Health Locus of Control and their perceptions about the nature of their physician-patient relationship. The Locus of Control Scale and the Multidimensional Health Locus of Control Scale were implemented to measure the degree of personal control individuals attribute to their health. The Health Care Climate Questionnaire was used to measure the perceived physician support. The predicted result of the study was that patients who exhibit a higher degree of internal health locus of control would report better relationships with their physicians. This hypothesis was confirmed; there was a positive relationship between Internal health Locus of Control and the Health Care Climate questionnaire. Also, a significant relationship between the Powerful Others subscale of the health Locus of Control and perceived physician support was established.

Professional School Counselors (PSCs) are to serve as advocates for all students and promote systemic change (American School Counselor Association, 2008) while navigating complex work environments. The primary purpose of this study was to investigate the contribution of PSCs‟ social-cognitive development to their levels of ethical and legal knowledge and locus of control orientation. The three constructs and instruments investigated in this study were: (a) social-cognitive development (ego development; the Washington University Sentence Completion Test [WUSCT]; Hy & Loevinger 1996), (b) Ethical and Legal Knowledge (the Ethical and Legal Knowledge in Counseling Questionnaire-Revised [ELICQ-R]; Lambie, Ieva, Gill, & Hagedorn, 2010), and (c) Locus of Control (the Adult Nowicki-Strickland Internal External Scale- College [ANSIE-C]; Nowicki & Duke, 1974; the Work Locus of Control Scale [WLCS]; Spector, 1988). The findings from this investigation contribute to the school counseling and counselor education literature. The sample size for this study was 301 certified, practicing school counselors (elementary school, middle school, high school, and multi-level) in five states (Colorado, Florida, Maine, Maryland, and New Mexico) across the country. The participants completed data collection packets including a general demographic questionnaire, the WUSCT (Hy & Loevinger 1996), the ANSIE-C (Nowicki & Duke, 1974), the WLCS (Spector, 1988), and the ELICQ-R (Lambie, et al., 2010). The statistical procedures used to analyze the data included (a) structural equation modeling (path Analysis), (b) simultaneous multiple regression, (c) Pearson productmoment (2-tailed), and (d) Analysis of variance (ANOVA). The primary research hypothesis was that practicing school counselors‟ social-cognitive development scores would contribute to their locus of control orientation and their levels of iv ethical and legal knowledge. The statistical analyses identified several significant findings. First, the path analysis model testing the contribution of school counselors‟ social-cognitive development to locus of control and ethical and legal knowledge did fit for these data. Specifically, the results indicated that school counselors‟ social-cognitive development contributed to their ethical and legal knowledge (less than 1% of the variance explained) and to locus of control (14% of the variance explained) in the model fit for these data. In addition, locus of control contributed to school counselors‟ ethical and legal knowledge (2% of the variance explained). Implications for professional school counseling and counselor education are presented, along with areas for future investigation.

Live simulations play an important role in allowing users to practice and develop skills they learn in training. Although live simulations are playing an increasingly important role in training, ways to improve them are not well understood or documented. In order to improve the efficacy of live simulation and maximize results from funds spent on training; this research examines the relationship between the affective variables of the participants and their performance in the live simulation. Prior to participating in the instructor development live simulation used in this study two training preference scales were administered to a group of trainees. These scales measured the trainees’ locus of control and immersion tendencies. During the live simulation the trainees’ performance was evaluated by a panel of expert observers. The trainees also self-reported their performance through the use of a self-rating instrument. Analysis of the data revealed significant positive correlations between the trainees’ internal locus of control and their performance in the simulation, both self-reported (p=0.026) and as reported by the expert observers (p=0.033). The correlation between immersion tendency scores and performance in the live simulation were mixed; while not always statistically significant they did reveal some slight positive correlation. This research did provide a number of lessons learned and implications for instructional and simulation developers wishing to employ live simulation in a training environment. These include performance of sub-populations within the greater population of subjects, consideration of roles assigned to participants, and the need to increase presence within the live simulation. Application of these lessons learned can reduce training costs and/or improve the effectiveness of live simulation in a training environment, this in turn can be of significant benefit to instructional and simulation designers. Additionally, understanding these relationships can lead iv to better assignments of roles or activities within live simulation and improve the transfer of experience from live simulation training to on the job performance. However, additional research needs to be conducted in order to make more conclusive statements regarding the most appropriate affective variable that would allow for predicting transfer of the simulated experience to the ‘real’ world, the individuals who would benefit most from live simulation, and to develop additional prescriptive methods for improving live simulation utilized in training environments.

A substantial body of research has shown worse health conditions for East- vs. West-Germany in the wake of reunification. In the present study, we investigate how these differences between the two formerly divided regions developed and what maintains them. Specifically, we consider the associations between health status, income satisfaction, and health-related locus of control. In a quasi-experimental and longitudinal study design, we are particularly interested in the differences between individuals who stayed in East-Germany and those who were born in the East but migrated to West-Germany. To this end, we examined data from seven waves of the Saxony Longitudinal Study (2003–2009). Specifically, we tested a cross-lagged panel model with random effects, which evinced very good model fit. Most parameters and processes were equivalent between individuals who stayed in East-Germany vs. moved to West-Germany. Crucially, there was the expected pattern of positive correlations between health, income, and locus of control. In addition, we found substantially lower values for all three of these variables for the individuals who stayed in East-Germany (vs. moved to West-Germany). A possible explanation is the increase in socio-economic status that the internal migrants experienced. These findings present an important contribution of research in order to foster a better understanding on the social dynamics in Germany related to internal/domesticmigrants and implications in the context of health outcomes (e.g., significantly more unemployment in East vs. West-Germany), especially since almost 20–25% of East-German citizens migrated to West-Germany. Until now, there are no similar studies to the Saxony longitudinal project, since the data collection started in 1987 and almost every year an identical panel has been surveyed; which can be particularly useful for health authorities. The study mainly focuses on social science research and deals with the phenomenon of reunification, approaching several subjects such as mental and physical health, quality of life and the evaluation of the political system. Yet even though many people have experienced such a migration process, there has been little research on the subjects we approach. With our research we deepen the understanding of the health consequences of internal migration.

Consumer debt is a growing phenomenon in the US and throughout the world. The beginning of the 21st century has been defined by such an incredible growth in consumer debt that American families have increased their debt relative to personal income four times faster than in the 1990s. Since the Federal Reserve began measuring the amount of American consumer debt and consumer income in the 1980s, consumer debt never exceeded consumer income until 2004 when it reached 104.8% of income. In the last two decades, researchers have observed a significant correlation between debt and mental health. The purpose of this thesis is to examine a comprehensive sample of previous quantitative research conducted on the relationship between debt and mental health. This thesis discusses the research in the following categories: 1) increased debt as a contributor to decreased mental health; 2) decreased mental health as a contributor to increased debt; 3) high correlation between debt and mental health risks.

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It has been reported that Asian people have negative views of mental illness, including beliefs that it is incurable and shameful. Asian people also tend to attribute causes of mental disorders to factors less susceptible to personal influence such as supernatural factors, and are likely to have an external health locus of control which reflects beliefs that health outcomes are a product of external factors such as luck. In the present study, each of the above constructs were compared between American and Asian students. In addition, the above constructs were used to predict self-report of utilization of various treatment modalities. Four inventories were developed to assess the above constructs and treatment preferences. Reliability and validity of the new measures were examined. Results revealed that Asian students were more likely than American students to identify psychological disorder as shameful and its sufferers as socially untrustworthy and dangerous. Asian students were also more likely to attribute the causes of psychological disorder to supernatural factors than American students, and were more likely to seek folk medicine remedies for psychological disorder than were American students were. Both American and Asian students endorsed family care as the most preferable treatment approach, followed by psychological intervention, medical intervention, folk medicine intervention, and no treatment. An internal mental health locus of control predicted participants' willingness to seek no treatment. Among Asian students, beliefs in the untrustworthiness of the mentally ill predicted their willingness to seek folk medicine treatment. Attribution of psychological disorder to supernatural causes predicted their unwillingness to seek medical treatment. Among American students, an internal mental health locus of control predicted participants' willingness to seek no treatment. Attribution of supernatural causes and an internal mental health locus of control predicted their willingness to seek folk medicine treatment. A belief that mentally ill people were untrustworthy predicted a preference for medical interventions. / Master of Science

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.

In current times, to function successfully in the work environment, the ability to use a computer is essential. The introduction of computers into organisations has often met with resistance. The reason for this resistance must be identified and overcome if businesses are to realise the productivity gains of full computer usage. On the basis of the abovementioned problem the objective of this study is to test the relationship between age, sex, locus of control and personality type and attitudes toward computer use. A theoretical investigation was carried out to gather information on the variables under study which was used to compare with the results of the empirical study. From this study of 68 white collar respondents from a financial institution it can, in general, be concluded that peoples' attitude toward the personal use of computers is positive and not affected by the individual variables tested. / Industrial and Organisational Psychology / M. Com. (Industrial Psychology)