Locus of control in university students from Eastern and Western societies.

Parsons, Oscar A.; Schneider, John

doi:10.1037/h0036677

Cited by 98 publications

(39 citation statements)

References 12 publications

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“…(Decimal commas omitted) required), and only a qualitative interpretation of the profiles in Table 4 is attempted. Firstly, it can be observed that there are distinct differences between groups as shown by the dispersion of mean externality scores (standard deviations) between situation types, and those from the present study are generally higher than those calculated from Parsons and Schneider (1974). If this is taken as a crude index of the degree to which there is differentiation between item types or separation of items into independent scales, then the typology works at least as well for the groups from Africa as for other groups; further multivariate or item analysis would have to be undertaken to substantiate this point.…”

Section: Resultscontrasting

confidence: 54%

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Rotter Internal-External Scale in an African Context: Problems of Construct and Equivalence

Munro

1979

South African Journal of Psychology

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It is argued, in relation to the cross-cultural equivalence of personality measures, that of the three phases of test development namely construction, establishment of reliability and of validity, the second tends to receive too little attention. Accordingly, Rotter I-E Scale data from black and white students in Zambia and Rhodesia were compared with each other and with data collected in other countries. It is concluded that the Rotter I-E Scale is not a reliable instrument even for American groups; that responses may reflect manifest item content more than underlying cognitions about control; and that while locus-of-control seems a valuable and perhaps valid construct for cross-cultural personality and motivation research, we need better scales to measure reliability. s. Atr. J. Psychol. 1979, 9: 61 -66 Met betrekking tot die tussenkulturele ekwivalensie van persoonlikheidsmetinge, word dit aangevoer dat daar in die drie fases van toetsontwikkeling (konstruksie, betroubaarheidsbepaling en geldigheidsbepaling) te min aandag gegee word aan betroubaarheidsbepaling. Gegewens wat met behulp van die Rotter I-E Scale van swart en wit studente in Zamble en Hhodeale verkry is, is vergelyk. Vergelykings is ook get ref met gegewens wat in ander lande versamel is. Op grand van die bevindings word die gevolgtrekking gemaak dat die Rotter I-E Scale nie 'n betroubare meet instrument is nie -nie eens vir Amerikaanse groepe nie en dat waar die konstruk tokus-van-kontrole waardevol en moontlik geldig blyk te wees vir tussenkulturele persoonlikheidsen motiveringsnavorsing, daar tog 'n behoefte is aan beter skale om hierdie konstruk betroubaar te meet.

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Section: Resultscontrasting

confidence: 54%

“…As a validity check, the logically derived item typology of Schneider and Parsons (1970) and Parsons and Schneider (1974) was applied to the data. Table 4 gives the mean externality proportion for each type of item, corrected for overall group differences by reduction to a mean of 0,500.…”

Section: Resultsmentioning

confidence: 99%

Rotter Internal-External Scale in an African Context: Problems of Construct and Equivalence

Munro

1979

South African Journal of Psychology

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“…When individuals do not feel responsible for their success and failures, and then are deviant from what is called the norm of internality (Beauvois, 1984;Jellison & Green, 1981), they have two external possible ways of escaping this norm: Either they invoke the random world (chance, luck), or they invoke the impact of a politicoreligious force (where destiny and other all-powerful agents predominate). Whenever differences between cultures in internality scores have been observed (Parsons & Schneider, 1974), it is still necessary to verify whether the norm of internality implies the same referents and whether externality refers to the same explanations.…”

Section: Discussionmentioning

confidence: 99%

The Dimensionality of Locus of Control Among French Students

Dubois¹

1985

The Journal of Psychology

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“…Munro (1979) compared the attribution of causality in black and white students in Zambia and Zimbabwe-Rhodesia utilizing a multifactorial model of locus of control. Parsons and Schneider (1974) studied locus of control in male and female students in eastern, middle eastern, and western societies. Results indicated that Japanese students were more external than students from other countries, and Indian students were more internal.…”

Section: General Attitudes and Personality Variablesmentioning

confidence: 99%

Cross-Cultural Research and Multicultural Education: 1970-1980

Uhlig

Vasquez²

1982

Journal of Teacher Education

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During the decade of the 1970s multicultural education emerged as a field of intellectual concern in the United States. The National Council for Accreditation of Teacher Education (NCATE) established multicultural education as a specific standard against which teacher preparation programs would be judged. The NCATE Standards define multicultural education as &dquo;Preparation for the social, political, and economic realities that individuals experience in culturally diverse and complex human encounters&dquo; (1977, p. 4).For individuals interested in the activities of the American Association of Colleges for Teacher Education in assisting NCATE to reflect an emphasis on multicultural education, an excellent summary is provided by Mohr (1977).It can be argued that any approach to multicultural education, as defined by NCATE, needs to include an awareness that not only do individuals from different cultures share specific similarities but also that separate cultures generate or inculcate measurable, observable, and often important differences in their members. Much of the philosophical literature justifying the need for multicultural education glosses over all but the most obvious cultural differences (e.g., Black English ; the alleged Hispanic lack of time consciousness; the lack of assertiveness or mathematical skills in women . The research literature indicates that many It is the purpose of this article to summarize the cross-cultural research of1970 to 1980 in order that those educators interested in multicultural education can become aware of these differences. more subtle differences exist between various cultures and that some if not many of these differences have potential impact on the school curriculum.It is the purpose of this article to summarize the crosscultural research of 1970 to 1980 in order that those educators interested in multicultural education can become aware of these differences. A second purpose is to illustrate the variables and methodologies which are available to individuals interested in cross-cultural research as it impacts on multicultural education.

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Locus of control in university students from Eastern and Western societies.

Abstract: Male and female students in Eastern, Western, and Middle-Eastern societies were given the Rotter Internal-External Locus of Control (I-E) Scale. Data from eight countries (

Cited by 98 publications

References 12 publications

Rotter Internal-External Scale in an African Context: Problems of Construct and Equivalence

Rotter Internal-External Scale in an African Context: Problems of Construct and Equivalence

The Dimensionality of Locus of Control Among French Students

Cross-Cultural Research and Multicultural Education: 1970-1980

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