dysthymic research

5/21/2015 1 Discussion • With regard to locus of control and academic performance, researchers agreed that having an internal locus of control and believing that one has control over the outcome of his or her work is related to higher academic performance (Cappella & Weinstein, 2001; Skinner, et al., 1990; Wang & Newlin , 2000). These studies included students from elementary school to post -secondary education. • However, teachers must be effective and nurturing. They need to provide a challenging yet supportive educational environment in order to help students gain an internal locus of control. When encouraged by teachers, students have higher perceived control (Cappella & Weinstein, 2001; Skinner et al., 1990). Discussion • Though Wang & Newlin’s study (2000) did not specifically mention the importance of quality personal and individual instruction, this point was exemplified in that most students taking the online course had an internal locus of control. This may have been related to the fact that they were not able to interact with the professor and gain a sense of the true class environment. • One possibility for additional research in this area is studying why exactly having an internal locus of control increases cyberstudent success (Wang & Newlin , 2000). Perhaps, these students had prior experience with online courses and recognized the need for self -motivation. 5/21/2015 2 Discussion • Regarding the relationship between interest and academic performance, researchers agreed that heightened interest and enthusiasm for a class results in better performance (Allen & Robbins, 2006; Harackiewicz et al., 2008; Johnson et al., 2006). As seen in college students, high interest may increase students’ enthusiasm about their classes and decrease the time to completion of their college education even if it does not directly correlate to higher first -year grades (Allen & Robbins, 2006). Discussion • However, doing well in a class may also spark situational interest which can then encourage continued high performance ( Harackiewicz et al., 2008). Also, one study found that interest predicts high initial grades, but also a quicker decline in performance over time. This may be the effect of a confounding variable — constantly changing teacher and peer relationships throughout time (Johnson et al., 2006). • A possibility for additional research is to investigate the relationship between students’ UNIACT scores before entering and after graduating college. This may provide insight regarding whether their suggested interests eventually sway more towards their major choice. 5/21/2015 3 Discussion • I believe these studies have high external validity because of the research includes a wide range of participants and various forms of data collection that can be useful across a range of settings . This research could possibly help high school and university administrators seeking to help students choose the best major for them . • The results from both of these questions emphasize the value of quality teaching and instruction to academic performance.

From elementary school onward, encouraging and nurturing teachers can help students gain an internal locus of control, which is shown to promote high academic achievement (Cappella & Weinstein, 2001; Skinner et al., 1990) .