THE INTERPLAY OF LOCUS-OF-CONTROL WITH PEER PERCEPTIONS OF CLASSROOM ACHIEVEMENT AND SOCIAL STATUS; A SOCIOMETRIC ANALYSIS OF A DEVELOPMENTAL PROCESS AFFECTING REGULAR AND SPECIAL EDUCATION STUDENTS (MOTIVATION, ATTRIBUTION)
Current interest in social skill training focuses upon the generalization of training from the classroom to the natural environment. A gap is identified between the social skill training model and a need for a theoretical base upon which to formulate further research. This study seeks to evaluate a proposed relationship between the Locus of Control construct and socio-developmental processes that effect social status, and academic achievement in classroom settings. Emphasis is placed upon the academic orientations, social perspectives, and expectations of regular and special education students. Two sociometric rating scales were used to measure Achievement (NA) and Social Acceptability (SA) status. The Intellectual Achievement Response questionnaire (IAR) was used to measure Locus of Control orientation. First quarter grade point averages (GPAs) were utilized as objective measures of academic achievement. The sample consisted of 218 fifth, sixth, seventh, and eighth-grade students drawn from a Middle school in southeastern Wisconsin. Twenty-eight special education students participated in this study. They were enrolled in the Speech and Language program, the program for the Emotionally Disturbed, and the Learning Disability program. Age, sex, grade level, achievement, social status, and Locus of Control orientation relationships were hypothesized. Analysis of data revealed a relationship between the Achievement (NA) and Social Acceptability (SA) variables. The Locus of Control (IAR) scores were not found to be related to Achievement (NA), Social Acceptability (SA), grade point average (GPA), sex, class enrollment, or grade level of the students. The Achievement (NA) and Social Acceptability (SA) variables were found to be correlated yet capable of measuring achievement behavior and social status respectively. The Locus of Control (IAR) scale was found to be an unreliable instrument for research. Present findings parallel and support past research findings of a relationship between achievement and social status behaviors. Future studies are encouraged to replicate the present study to address the hypothesized achievement, social status, and Locus of Control relationships. Social skill training research needs to incorporate the Locus of Control literature to rise beyond current problems associated with the hierarchical training model.
Michael Harold Bailey,
"THE INTERPLAY OF LOCUS-OF-CONTROL WITH PEER PERCEPTIONS OF CLASSROOM ACHIEVEMENT AND SOCIAL STATUS; A SOCIOMETRIC ANALYSIS OF A DEVELOPMENTAL PROCESS AFFECTING REGULAR AND SPECIAL EDUCATION STUDENTS (MOTIVATION, ATTRIBUTION)"
(January 1, 1986).
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