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Locus of Control, Attributional style, and Academic Achievement: Comparative Analysis of Korean‐Chinese, and Chinese Students
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| Zeitschriftentitel: | Asian Journal of Social Psychology |
|---|---|
| Personen und Körperschaften: | , |
| In: | Asian Journal of Social Psychology, 1, 1998, 2, S. 191-208 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
Wiley
|
| Schlagwörter: |
| author_facet |
Park, Young Shin Kim, Uichol Park, Young Shin Kim, Uichol |
|---|---|
| author |
Park, Young Shin Kim, Uichol |
| spellingShingle |
Park, Young Shin Kim, Uichol Asian Journal of Social Psychology Locus of Control, Attributional style, and Academic Achievement: Comparative Analysis of Korean‐Chinese, and Chinese Students General Social Sciences Social Psychology |
| author_sort |
park, young shin |
| spelling |
Park, Young Shin Kim, Uichol 1367-2223 1467-839X Wiley General Social Sciences Social Psychology http://dx.doi.org/10.1111/1467-839x.00013 <jats:p>The authors conducted two studies to examine the relationship between attributional style, locus of control, and academic achievement. Using the scales developed by the first author (Park, 1995), the first study compared the attributional style and locus of control of honor students (those who received scholarship) with those who were on academic probation. The results indicated that compared to students on academic probation, honor students were more likely to score higher on internal locus of control and lower on external locus of control. They were more likely to attribute their success to effort and the influence of other people. For failure, the honor students were less likely to attribute their failure to a lack of ability and lack of support from significant others. The second study examined the relationship between the locus of control and academic achievement among three samples: Korean, Korean‐Chinese, and Chinese university students. A 40‐item locus of control questionnaire and background information section containing sex and self‐reported academic grade were administered. The results showed that the Korean sample had the highest internal locus of control score and the lowest external locus of control score. The Korean‐Chinese sample, in contrast, scored highest on external locus of control. These results are consistent with past research investigating the cultural influence upon the individual’s locus of control. Furthermore, as found in the first study, a significant relationship was found between locus of control and academic grade. For the Korean sample, students with higher academic grades scored higher on internality and lower on externality. For the Chinese sample, students with higher academic grades scored higher on internality. There were no significant differences for the Korean‐Chinese sample. Interpretations and implications of cross‐cultural and within‐sample findings are discussed.</jats:p> Locus of Control, Attributional style, and Academic Achievement: Comparative Analysis of Korean‐Chinese, and Chinese Students Asian Journal of Social Psychology |
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Asian Journal of Social Psychology |
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| title |
Locus of Control, Attributional style, and Academic Achievement: Comparative Analysis of Korean‐Chinese, and Chinese Students |
| title_unstemmed |
Locus of Control, Attributional style, and Academic Achievement: Comparative Analysis of Korean‐Chinese, and Chinese Students |
| title_full |
Locus of Control, Attributional style, and Academic Achievement: Comparative Analysis of Korean‐Chinese, and Chinese Students |
| title_fullStr |
Locus of Control, Attributional style, and Academic Achievement: Comparative Analysis of Korean‐Chinese, and Chinese Students |
| title_full_unstemmed |
Locus of Control, Attributional style, and Academic Achievement: Comparative Analysis of Korean‐Chinese, and Chinese Students |
| title_short |
Locus of Control, Attributional style, and Academic Achievement: Comparative Analysis of Korean‐Chinese, and Chinese Students |
| title_sort |
locus of control, attributional style, and academic achievement: comparative analysis of korean‐chinese, and chinese students |
| topic |
General Social Sciences Social Psychology |
| url |
http://dx.doi.org/10.1111/1467-839x.00013 |
| publishDate |
1998 |
| physical |
191-208 |
| description |
<jats:p>The authors conducted two studies to examine the relationship between attributional style, locus of control, and academic achievement. Using the scales developed by the first author (Park, 1995), the first study compared the attributional style and locus of control of honor students (those who received scholarship) with those who were on academic probation. The results indicated that compared to students on academic probation, honor students were more likely to score higher on internal locus of control and lower on external locus of control. They were more likely to attribute their success to effort and the influence of other people. For failure, the honor students were less likely to attribute their failure to a lack of ability and lack of support from significant others. The second study examined the relationship between the locus of control and academic achievement among three samples: Korean, Korean‐Chinese, and Chinese university students. A 40‐item locus of control questionnaire and background information section containing sex and self‐reported academic grade were administered. The results showed that the Korean sample had the highest internal locus of control score and the lowest external locus of control score. The Korean‐Chinese sample, in contrast, scored highest on external locus of control. These results are consistent with past research investigating the cultural influence upon the individual’s locus of control. Furthermore, as found in the first study, a significant relationship was found between locus of control and academic grade. For the Korean sample, students with higher academic grades scored higher on internality and lower on externality. For the Chinese sample, students with higher academic grades scored higher on internality. There were no significant differences for the Korean‐Chinese sample. Interpretations and implications of cross‐cultural and within‐sample findings are discussed.</jats:p> |
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| author | Park, Young Shin, Kim, Uichol |
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| description | <jats:p>The authors conducted two studies to examine the relationship between attributional style, locus of control, and academic achievement. Using the scales developed by the first author (Park, 1995), the first study compared the attributional style and locus of control of honor students (those who received scholarship) with those who were on academic probation. The results indicated that compared to students on academic probation, honor students were more likely to score higher on internal locus of control and lower on external locus of control. They were more likely to attribute their success to effort and the influence of other people. For failure, the honor students were less likely to attribute their failure to a lack of ability and lack of support from significant others. The second study examined the relationship between the locus of control and academic achievement among three samples: Korean, Korean‐Chinese, and Chinese university students. A 40‐item locus of control questionnaire and background information section containing sex and self‐reported academic grade were administered. The results showed that the Korean sample had the highest internal locus of control score and the lowest external locus of control score. The Korean‐Chinese sample, in contrast, scored highest on external locus of control. These results are consistent with past research investigating the cultural influence upon the individual’s locus of control. Furthermore, as found in the first study, a significant relationship was found between locus of control and academic grade. For the Korean sample, students with higher academic grades scored higher on internality and lower on externality. For the Chinese sample, students with higher academic grades scored higher on internality. There were no significant differences for the Korean‐Chinese sample. Interpretations and implications of cross‐cultural and within‐sample findings are discussed.</jats:p> |
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| spelling | Park, Young Shin Kim, Uichol 1367-2223 1467-839X Wiley General Social Sciences Social Psychology http://dx.doi.org/10.1111/1467-839x.00013 <jats:p>The authors conducted two studies to examine the relationship between attributional style, locus of control, and academic achievement. Using the scales developed by the first author (Park, 1995), the first study compared the attributional style and locus of control of honor students (those who received scholarship) with those who were on academic probation. The results indicated that compared to students on academic probation, honor students were more likely to score higher on internal locus of control and lower on external locus of control. They were more likely to attribute their success to effort and the influence of other people. For failure, the honor students were less likely to attribute their failure to a lack of ability and lack of support from significant others. The second study examined the relationship between the locus of control and academic achievement among three samples: Korean, Korean‐Chinese, and Chinese university students. A 40‐item locus of control questionnaire and background information section containing sex and self‐reported academic grade were administered. The results showed that the Korean sample had the highest internal locus of control score and the lowest external locus of control score. The Korean‐Chinese sample, in contrast, scored highest on external locus of control. These results are consistent with past research investigating the cultural influence upon the individual’s locus of control. Furthermore, as found in the first study, a significant relationship was found between locus of control and academic grade. For the Korean sample, students with higher academic grades scored higher on internality and lower on externality. For the Chinese sample, students with higher academic grades scored higher on internality. There were no significant differences for the Korean‐Chinese sample. Interpretations and implications of cross‐cultural and within‐sample findings are discussed.</jats:p> Locus of Control, Attributional style, and Academic Achievement: Comparative Analysis of Korean‐Chinese, and Chinese Students Asian Journal of Social Psychology |
| spellingShingle | Park, Young Shin, Kim, Uichol, Asian Journal of Social Psychology, Locus of Control, Attributional style, and Academic Achievement: Comparative Analysis of Korean‐Chinese, and Chinese Students, General Social Sciences, Social Psychology |
| title | Locus of Control, Attributional style, and Academic Achievement: Comparative Analysis of Korean‐Chinese, and Chinese Students |
| title_full | Locus of Control, Attributional style, and Academic Achievement: Comparative Analysis of Korean‐Chinese, and Chinese Students |
| title_fullStr | Locus of Control, Attributional style, and Academic Achievement: Comparative Analysis of Korean‐Chinese, and Chinese Students |
| title_full_unstemmed | Locus of Control, Attributional style, and Academic Achievement: Comparative Analysis of Korean‐Chinese, and Chinese Students |
| title_short | Locus of Control, Attributional style, and Academic Achievement: Comparative Analysis of Korean‐Chinese, and Chinese Students |
| title_sort | locus of control, attributional style, and academic achievement: comparative analysis of korean‐chinese, and chinese students |
| title_unstemmed | Locus of Control, Attributional style, and Academic Achievement: Comparative Analysis of Korean‐Chinese, and Chinese Students |
| topic | General Social Sciences, Social Psychology |
| url | http://dx.doi.org/10.1111/1467-839x.00013 |