dysthymic research

LOCUS OF CONTROL, INTEREST AND ACADEMIC PERFORMANCE Introduction  This study explores two questions regarding factors related to students’ academic performanc e and success. The first examined the relationship between locu s of control and academic performance .  Locus of control refers to how much one feels he or she has control over their behavior what happens in their day to day life. It is an important factor in students’ perce ived control over their grades in school.  Studies investigated elementary school children (Skinner, Wellborn, & Connell, 1990), secondary school children (Cappella & Weinstein, 2001), and college students (Wang & Newlin, 2000). All three studies used scales or surveys, filled out by the students, in order to determine each student’s locus of control.  Wang & Newlin and Cappella & Weinstein operationalized academic success as future class grades. Skinner, Wellborn, & Connell also used standardized test scores and teacher reviews of class behavior in or der to gain more insight into the participation aspect of academic performance.  The second question investigat ed was: what the relationship is between students’ interest in a subject and their academic performance in that subject. Two studies operationalized the interest variable by creating a scale or questionnaire that students filled out regarding interest in t he particular subject of the class (Harackiewicz, Durik, Barron, Linnenbrink -Garcia, & Tauer, 2008; Johnson, McGue, & Iacono, 2006).  Harackiewicz, et al., surveyed students three times — befor e classes started, three weeks into the semester before exams were given, and two weeks prior to the end of the semester in order to obtain the most complete set of interest data.  Conversely, Allen & Robbins (2010) used the Unisex Edition of the ACT Interest Inventory to operationalize interest. The UNIACT asks students to indicate to what LOCUS OF CONTROL, INTEREST AND ACADEMIC PERFORMANCE extent they enjoy doing different work -related activities and generates potential interests based on this information.  Allen & Robbins then compared this interest information to students’ choice of college major. A llen & Robbins and Harackiewicz, et al. both defined academic achievement as college GPA, however, like Skinner, et al., Johnson, et al. also integrated teacher reports on class conduct into their operationalization of academic performance.