Locus of Control, Introversion-Extroversion and Achievement Motivation of Senior Secondary School Students in Southern Education Zone of Cross River State, Nigeria.
Abstract
The study examined locus of control (external and internal), introversion-extroversion and its influence on achievement motivation of senior secondary school students in Southern Education zone of Cross River State- Nigeria. The ex-post facto design was used. The population comprised all the public senior secondary school students in the zone. The stratified random sampling technique was used in this study. A total of six hundred (600) subjects (300 males and 300 females) were selected from twelve schools for the study. Data was generated through a well-structured and validated questionnaire captioned “Students’ Locus of Control, Introversion-Extroversion and Achievement Motivation Scale” (SLCIEAMS). Independent t-test was used to test the hypotheses at 0.05 level of significance. The result of the analysis showed that locus of control and introversion-extroversion significantly influenced achievement motivation of senior secondary school students. Based on the findings, it was recommended among others that teachers should treat and handle the students equally, giving room for individual differences. Teachers should also learn to appreciate the students’ peculiar personality characteristics and help them especially as regards introverts and extroverts.References
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Sanchez-Marin, M., Rejano-Infante, E., & Rodriguez-Troyano, Y. (2001). Personality and academic productivity in the university student. Social Behavior and Personality, 29, 299–305.
Stevenson, H. W. (1993). Mathematics achievement of Chinese, Japanese, and American children: Ten Years Later Science, 259:53-58.
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 72, 861-865
Wolk, S. & Ducette, J. (1971). Locus of control and achievement motivation: theoretical overlap and methodological divergence. Psychological Reports, 1971, 29, 755-758.
Wyatt, S. A. and Medway, E J. (1984). Causal attributions of students and student-proctors for performance on a University Examination: Contemporary Educational Psychology, 9, 25-37.
Bauer, K. W. and Liang, Q. (2003). The effect of personality and pre-college characteristics on first year activities and academic performance. Journal of College Student Development, 44, 277-290
Brecher, M., & Denmark, F. L. (1972). Locus of control: Effects of a serendipitous manipulation. Psychological Reports, 30, 461-462.
Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (2000). Intellectual ability, learning style, achievement motivation and academic success of psychology students in higher education. Personality and Individual Differences, 29, 1057–1068.
Cetinkalp, Z. K. (2010). The relationship between academic locus of control and achievement goals among physical education teaching program students. World Applied Sciences Journal 10(11), 1387-1391
Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal studies on university students. Journal of Research in Personality, 37, 319 – 338.
Chamorro-Premuzic, T., & Furnham, A. (2004). A possible model to understand the personality–intelligence interface. British Journal of Psychology, 95, 249−264.
Chamorro-Premuzic, T., & Furnham, A. (2005). Personality and intellectual competence. Mahwah: Lawrence Erlbaum Associates.
Cowell, M., & Entwistle, N. (1971). The relationship between personality, study attitudes and academic performance in a technical college. British Journal of Educational Psychology, 41, 85–90.
Crandall, V., Katkovsky, W., & Crandall, V. (1965). Children's beliefs in their control of reinforcements in intellectual academic achievement behaviours. Child Development, 36, 91-109.
Entwistle, N. (1972). Personality and academic attainment. British Journal of Educational Psychology, 42, 137–151.
Entwistle, N. J. & Entwistle, D. M. (1970). The relationships between personality, study methods and academic performance. Journal of Education, 40, 132-41.
Ferrer, M. & Krantz, M. (1987). Self-control, locus of control and social status in children. Psychological Reports, 60, 355-358.
Furnham, A. (2003). Language and personality. In Giles, H. & Robinson, P. (Eds.), Handbook of language and social psychology (pp. 73-95). New York: John Wiley & Sons Ltd.
Furnham, A., & Chamorro-Premuzic, T. (2004). Personality and intelligence as predictors of statistics examination grades. Personality and Individual Differences, 37, 943-955.
Furnham, A., & Medhurst, S. (1995). Personality correlates of academic seminar behaviour: A study of four instruments. Personality and Individual Differences, 19(2), 197-208
Furnham, A., Forde, L., & Cotter, T. (1998). Personality and Intelligence. Personality and Individual Differences, 24(2), 187-192.
Goff, M. & Ackerman, P. L. (1992). ‘Personality-intelligence relations: assessment of typical intellectual engagement’. Journal of Educational Psychology, 84, 532-552
Hair, P., & Hampson, S. E. (2006). The role of impulsivity in predicting maladaptive behaviour among female students. Personality and Individual Differences, 40, 943–952.
Heaven, P. L. (1989). Attitudinal and personality correlates of achievement motivation among high school students. Personality and Individual Differences, 11, 705−710.
Kendal, P. C., & Wilcox, L. E. (1979). Self-control in children: Development of a rating scale. Journal of Consulting and Clinical Psychology, 47, 1020-1029.
Kline, P., & Gale, A. (1971). Extraversion, neuroticism and performance in a psychology examination. British Journal of Educational Psychology, 41, 90–94.
Millar, B. and Irving, P. (1995). Academic locus of control in British undergraduate students. British Journal of Educational Psychology, 65, 331-340.
Nowicki, S., & Strickland, B. (1973). A locus of control scale for children. Journal of Consulting and Clinical Psychology, 40, 148-154.
Oswald, F. L., Schmitt, N., Kim, B. H., Ramsay, L. J., & Gillespie, M. A. (2004). Developing a Biodata measure and situational judgement inventory as predictors of college student performance. Journal of Applied Psychology, 89(2), 187-207.
Pastorino, E. E. & Doyle-Portillo, S. M. (2006). What is Psychology? Belmont: Thomas Higher Education.
Payne, B. K. & Payne (1989). Prejudice and perception: The role of automatic and controlled processes in misperceiving a weapon. Journal of Personality & Social Psychology, 81, 181-192
Rothstein, M. (1994). Personality and cognitive ability predictors of performance in graduate business school. Journal of Educational Psychology, 86, 516–530.
Sanchez-Marin, M., Rejano-Infante, E., & Rodriguez-Troyano, Y. (2001). Personality and academic productivity in the university student. Social Behavior and Personality, 29, 299–305.
Stevenson, H. W. (1993). Mathematics achievement of Chinese, Japanese, and American children: Ten Years Later Science, 259:53-58.
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 72, 861-865
Wolk, S. & Ducette, J. (1971). Locus of control and achievement motivation: theoretical overlap and methodological divergence. Psychological Reports, 1971, 29, 755-758.
Wyatt, S. A. and Medway, E J. (1984). Causal attributions of students and student-proctors for performance on a University Examination: Contemporary Educational Psychology, 9, 25-37.
Published
2017-02-16
How to Cite
AJAKE, U E; ORIEKE, Rose Kalu.
Locus of Control, Introversion-Extroversion and Achievement Motivation of Senior Secondary School Students in Southern Education Zone of Cross River State, Nigeria..
GOUNI Journal of Management and Social Sciences, [S.l.], v. 3, n. 1, p. 53-61, feb. 2017.
ISSN 2550-7265. Available at: <http://journal.gouni.edu.ng/index.php/fmss/article/view/36>. Date accessed: 06 may 2018.
Issue
Section
Articles
Keywords
Introversion; achievement; motivation; students; personality
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