Search results

1

Normalizacja skali "I-E w pracy" Xymeny Gliszczyńskiej

100%

Wudarzewski G.

Annales Universitatis Mariae Curie-Skłodowska, sectio H – Oeconomia

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2018

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vol. 52

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issue 4

EN

The study contains a description and results of a complementary procedure for validation and normalization of the I-E at work scale of Xymena Gliszczyńska, carried out on the sample N = 1,075 in the years 2014–2018. The beginning of the article covers the genesis and psychometric characteristics of the tool developed in the 1980s. The next part contains the results of current and supplementary psychometric tests confiming the current and correct conception of the tool’s character. The fial part of the publication presents the results of analyses of the feasibility and validity of working out the current system of standards together with an indication of the signifiance of differences between average results. The revised tool has satisfactory psychometric parameters.

PL

Opracowanie zawiera opis i wyniki uzupełniającej procedury walidacji i normalizacji skali „I-E w pracy” Xymeny Gliszczyńskiej zrealizowanej na próbie N=1075 w latach 2014-2018. Początek artykułu obejmuje genezę i charakterystykę psychometryczną narzędzia wypracowanego w latach 80. XX w. Kolejna część zawiera wyniki aktualnych i uzupełniających badań psychometrycznych potwierdzających aktualny i poprawny koncepcyjnie charakter narzędzia. W końcowej części publikacji przedstawiono rezultaty analiz możliwości i zasadności wypracowania aktualnego układu norm wraz ze wskazaniem istotności różnic pomiędzy średnimi wynikami. Zrewidowane narzędzie posiada zadowalające parametry psychometryczne.

2

Locus of control and culture of poverty. An appraisal of Lawrence M. Mead’s ideas in ‘Culture and Poverty’

100%

Oppong S.

Academicus. International Scientific Journal

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2022

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vol. 13

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issue 25

226-234

EN

Lawrence M. Mead presented an interesting argument as to why poverty exists in the United States. He problematizes the culture of the poor of which ethnic minorities over-represent. By referring to the geographic regions from which these ethnic minorities came from, he globalised the question of poverty in the US. This invites a global policy debate rather than a US-centric policy debate. Indeed, Mead so freely made references to Africa and the African culture severally throughout his commentary. It is against this backdrop that I show that Mead was right to a large extent on the question of inner-driven individualised orientation. However, he overestimates its influence and misreads what culture is. He presented the culture of poverty as the antecedent of poverty. It was concluded that manipulating both internal drive (internal locus of control) and the structure of society is a more effective way to tackle poverty.

3

Hope for Success Is Where Your Locus of Control Is. A Psychological Analysis of Relationships Between Hope for Success and Locus of Control in Polish Adolescents

100%

Łubianka B., Filipiak S.

The New Educational Review

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2024

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vol. 77

197-207

EN

The study aims to investigate relationships between various dimensions of locus of control and hope for success. 495 secondary school students aged 14 to 16 (Mage = 15.54, SD = 0.53) were surveyed. Hope for success was measured using Łaguna et al.’s Questionnaire of Hope for Success. Locus of control was assessed using the Questionnaire of Locus of Control. The results indicate that the two variables are interrelated. The present findings can be used in designing educational activities to support secondary school students’ sense of agency.

4

Longitudinal Investigation of Nursing Students’ Self-Directed Learning Readiness and Locus of Control Levels in Problem-Based Learning Approach

100%

Duman Z. C., Sen H.

The New Educational Review

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2012

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vol. 27

41-52

EN

The study was conducted to observe changes in nursing students’ Self-Directed Learning Readiness (SDLR) scores and Locus of Control (LOC) scores during their four-year education with the PBL approach and to determine the relationship between SDLR and LOC. The sample included 47 students. Data were collected with LOC and SDLR scales. When the students’ four-year scores were compared, a significant difference was observed between SDLR scores and LOC scores. In both scales, the nursing students’ second and third-year scores increased significantly compared to their first-year scores whereas their fourth-year scores decreased. There was a negative weak correlation between the SDLR scores and LOC scores of the students in every year. Both the SDLR scores and LOC scores decreased in the fourth-year students because the students spent a large part of their time on clinical education. Therefore, it might be proposed that fourth-year curriculum should include topics which might help them cope with stressors associated with issues such as individual development and job finding.

5

Locus of Control and Receptive Skills in Second Language Acquisition

100%

Gałązka A., Trinder M.

The New Educational Review

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2016

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vol. 46

130-141

EN

The aim of the study was to investigate the relationship between locus of control and achievement in second language learning, when using reading and listening as the measure of success of the learners. The study was conducted on a pilot group of 102 university students, enrolled in a master’s degree course at a university in Poland. The students were asked to complete the Drwal 29-question test of locus of control and a number of reading and listening tests to complete over an extended period of time in order to gain a reliable overview of their levels of achievement. The results, somewhat against the run of expectation, indicated that there was no apparent correlation-either positive or negative-between the orientation of locus of control of the participants and achievement. This goes against the conventional assumption that there should be some form of negative correlation, as previous research indicates that sucessful learners in an academic environment are more likely than not to have an inwardly orientated locus of control.

6

Locus of control and styles of coping with stress in students educated at Polish music and visual art schools – a cross-sectional study

100%

Nogaj A. A.

Polish Psychological Bulletin

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2017

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issue 2

279-287

EN

The article focuses on identifying differences in the locus of control and styles of coping with stress among young students who are artistically gifted within the fields of music and visual arts. The research group includes Polish students (n = 354) of both music and visual art schools who develop their artistic talents in schools placing particular emphasis on professional training of their artistic abilities and competences within the field of music or visual arts respectively. We make an assumption that different types of difficult situations experienced by youth educated at music and visual art schools may generate differences in dominating personal traits as well as in their sphere of emotions. The results of cross-sectional research in 2013 confirm the assumption regarding differences among music and visual art school students both with regard to the source of the locus of control, understood as the personality variable, and dominating styles of coping with stress. Moreover, a positive correlation between the tendency towards internal locus of control and a task-oriented style of coping with stress in difficult situations has been observed in music school students.

7

Personality traits and locus of control in situations of successes and failures among first grade junior high school students

100%

Filipiak S., Łubianka B.

Psychologia Wychowawcza

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2019

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vol. 57(15)

38-62

EN

The situation of the change of education stage is an important moment in life of school children. Finishing elementary school education and transition into the first grade of junior high school is parallel to developmental psychophysiological changes which occur in the early adolescence. The need of acceptance of these changes and the necessity of adaptation to new environment and school demands, may be interpreted by students as a developmental chance or a risk. The article presents the results of research conducted on 560 students from first grades of junior high schools in the school year 2016/2017. The analysis pertained to estimate connections between personality traits in Big Five Model measured with Obrazkowy Pomiar Cech Osobowości Dzieci OPCO-D (Maćkiewicz, Cieciuch, 2012), and locus of control in the situations of successes and failures measured with Kwestionariusz do Badania Poczucia Kontroli KBPK (Krasowicz, Kurzyp-Wojarska, 1990). Boys are more extravert, eager to engage and experience more positive emotions in social interactions than girls. Girls, in turn, scored higher in features linked with anxiety than boys. In terms of locus of control, results indicate it is not formed yet, both in the situations of successes and failures. There is no difference between boys and girls in the way how they explain causes of events which they experience. The strongest correlations between personality traits and locus of control were reported in links between locus of control and consciousness, openness to experience and agreeableness. Moreover, the results revealed interaction effect between gender and openness to experience, only in the situations of successes.

8

Styl atrybucji, poczucie kontroli i płeć a podatność na powstawanie syndromu wyuczonej bezradności

100%

Jarmakowski T.

Acta Universitatis Lodziensis. Folia Psychologica

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2009

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vol. 13

EN

The article is the review of chosen researches and theories that relates to individual differences in susceptibility of learned helplessness (LH). In the first part of the article the specificity of the learned helplessness syndrome is outlined. Next the theories that are relevant when individual differences in susceptibility of LH are concerned, are presented. Then the researches related to the role of three individual differences: attributional style, Locus of Control and sex, in susceptibility of LH are presented and discussed. In the last part of the article there are some conclusions from the presented researches. Also some conclusions about the possible directions of the future researches to help to separate the reactions to single failure from the reactions to helplessness training.

9

Wybrane predykatory przedsiębiorczości handlowców

100%

Cębrzyńska J., Dudek B.

Acta Universitatis Lodziensis. Folia Psychologica

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2008

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vol. 12

EN

The aim of this research was to gain better understanding of the characteristics of individuals inclining towards setting up their own business. Because of a nature of this paper we restrict ourselves to analyzing the career anchors and locus of control. We claim that those variables affect one’s motivation and so determine individual behaviour (entrepreneurial behaviour as well). Also demographic factors such as: age, sex and education were included to the model to control their influence on a dependent variable. The study was conducted in commercial centre, both on business owners and workers employed. The aim of the research was to specify which of the considered variables allow us to predict a probability of being an entrepreneur – what are the typical traits of a person who starts a new venture. Obtained results show that the probability of being an entrepreneur is related to internal locus of control and one of the career anchor – creativity.

10

Learning styles and Locus of control in undergraduate medical, nursing and physiotherapy students: a comparative study

100%

Ponto M., Ooms A., Cowieson F.

Progress in Health Sciences

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2014

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vol. 4

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issue 1

172-178

EN

Introduction: Locus of control is a personality variable which influences expectancies that people have in relation to everyday outcomes. The orientation on the Locus of control can be internal or external. People with internal orientation on locus of control attribute outcomes to their own control whereas those with external orientation tend to blame others for what happens to them. Internal orientation on locus of control has been found to correlate with attainment and general student satisfaction. Locus of control has been explored in health care related disciplines as well as in relation to learning characteristics, education in general and academic performance in particular. Purpose: To explore potential relationship between learning styles and Locus of control. To examine possible differences, in the learning styles and Locus of control orientation between Medical, Nursing and Physiotherapy undergraduate students. Materials and methods: A cross – sectional survey of undergraduate medical, physiotherapy and nursing students was conducted, at an English London university. The Learning Styles Inventory and Locus of Control Internal External Scale were administered to a purposive sample of students in their first year of study (n = 379). Results: The BSc Nursing students had the highest Locus of Control score (mean = 12.43, SD 4.164) and medical students the lowest (mean = 10.32, SD 4.034). Students who were carers had a lower mean Locus of Control score of 10.65, SD 3.713 as compared with students who were not carers, Locus of Control = 12.39, SD 4.108. Linear regressions showed statistical significance of different Kolb’s learning styles on the Locus of Control. KOLB-Abstract Conceptualisation (AC) had a statistically significant impact on Locus of Control (p=0.022). The dominant learning style of the nursing students in this study was assimilating (35%) and accommodating (26%). Conclusions: The findings from this study demonstrate that perhaps learning styles are not necessarily profession specific and that maybe the nursing students in this sample used more balancing styles which were influenced by the teaching methods and their curriculum. The implications for future research and educators are also discussed.

11

Struktura motywacji osiągnięć a poczucie umiejscowienia kontroli u uczennic szkół ponadgimnazjalnych

100%

Połom M.

Kwartalnik Pedagogiczny

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2018

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vol. 63(1 (247))

163-178

PL

Attributing success to external influences, such as fate, luck or coincidence indicates the formation of external locus of control. Not recognising the link between effort and the effects of work may contribute to lower achievement motivation and, consequently, may lead to less involvement and poorer educational results. In this study a question was posed whether this correlation really exists and whether girls with a different level of locus of control (LOC) differ in terms of achievement motivation. The study, carried out on a sample of 172 girls (16 to 20 years of age), used a Delta questionnaire by Drwal to investigate the locus of control and the LMI Inventory to examine achievement motivation. The results of this study confirmed that there is a relationship between achievement motivation and the locus of control. In addition, the analysis included age variable. On this basis it was concluded that age can modify achievement motivation in terms of self-confidence, flexibility, status orientation and pride in productivity.

12

Struktura motywacji osiągnięć a poczucie umiejscowienia kontroli u uczennic szkół ponadgimnazjalnych

100%

Magdalena P.

Kwartalnik Pedagogiczny

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2018

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issue 63(1 (247))

163-178

PL

Attributing success to external influences, such as fate, luck or coincidence indicates the formation of external locus of control. Not recognising the link between effort and the effects of work may contribute to lower achievement motivation and, consequently, may lead to less involvement and poorer educational results. In this study a question was posed whether this correlation really exists and whether girls with a different level of locus of control (LOC) differ in terms of achievement motivation. The study, carried out on a sample of 172 girls (16 to 20 years of age), used a Delta questionnaire by Drwal to investigate the locus of control and the LMI Inventory to examine achievement motivation. The results of this study confirmed that there is a relationship between achievement motivation and the locus of control. In addition, the analysis included age variable. On this basis it was concluded that age can modify achievement motivation in terms of self-confidence, flexibility, status orientation and pride in productivity.

13

The effect of locus of control on the relationship between poverty and self-esteem

88%

Martončik M.

Československá psychologie (Czechoslovak Psychology)

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2019

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vol. 63

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issue Supplement_1

43-52

EN

Objectives. The goal of this exploratory study was to examine whether locus of control significantly moderates the relationship between poverty and self-esteem. Participants and setting. The research sample consisted of 499 people (249 men) living in Slovakia. The sample selection was based on a representative quota for gender, age group and region. Hypotheses. It was hypothesized that poor people with low internal locus of control may view their economic situation as a result of their incompetence, cognitive skills, personality or other characteristics. This can devaluate their selfesteem more than in people with high internal locus of control. In a situation of high chance or high external locus of control, poor people may see their economic situation as a result of factors which are beyond their control. They may see themselves as unable to change their economic situation which can therefore devaluate their self-esteem more than in people with low external locus of control or chance. Statistical analysis. The hypotheses were examined using moderated multiple linear regressions. Results. In the present data, locus of control was not a significant moderator. The effect sizes in the relationship between poverty and self-esteem were small. Study limitations. The limitations of the present study are the lower reliability of the internality dimension of the Multidimensional Locus of Control Scale as well as the absence of meaningful covariates, e.g. duration or previous experiences of poverty or parental warmth.

SK

Cieľ. Cieľom tejto exploračnej štúdie bolo zistiť, či miesto kontroly moderuje vzťah medzi chudobou a sebahodnotením. Metóda. Vzorku tvorilo 499 ľudí (249 mužov) žijúcich na Slovensku. Výber vzorky bol reprezentatívny vzhľadom k rodu, veku a kraju. Hypotézy. Chudobné osoby s nízkou úrovňou vnútorného miesta kontroly by mali za príčinu svojej ekonomickej situácie považovať nedostatok vlastných zručností, kognitívnych schopností, špecifickú skladbu osobnostných alebo iných vlastností. To by malo následne pôsobiť devalvačne vo väčšej miere na ich sebahodnotenie ako u ľudí s vyššou úrovňou vnútorného miesta kontroly. V situácii s vysokou úrovňou vonkajšieho miesta kontroly alebo náhody by chudobné osoby mali za príčinu svojej ekonomickej situácie považovať faktory, ktoré sú mimo ich kontroly, a preto by to malo pôsobiť devalvačne vo väčšej miere na ich sebahodnotenie ako u ľudí s nižšou úrovňou vnútorného miesta kontroly. Štatistická analýza. K overeniu hypotéz boli počítané moderované viacnásobné lineárne regresné analýzy. Výsledky. Miesto kontroly nevystupovalo v analyzovaných údajoch ako signifikantný moderátor vzťahu medzi chudobou a sebahodnotením. Veľkosti účinkov pre vzťah medzi chudobou a sebahodnotením boli malé. Obmedzenia výskumu. Obmedzením sú nižšie hodnoty reliability škály vnútorného miesta kontroly dotazníka Multidimensional Locus of Control Scale ako aj absencia ďalších zmysluplných kovariátov, napríklad trvania chudoby, predošlých epizód chudoby alebo vrelosti rodičov.

14

Changes in Organisational Culture in Schools and Readiness of Teachers for Those Changes

88%

Salumaa T.

Journal of Teacher Education for Sustainability

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2007

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vol. 8

5-13

EN

An investigation into Estonia's educators' representations of organisational culture, based on the typologies of R. Harrison and C. Handy, and into the educators' cognitive orientation on the basis of J. Rotter's internality/externality scale was carried out. The aim was to determine, whether the organisational culture in Estonia's schools supports the sustainable development of teachers. The study revealed that amongst Estonia's teachers the individuality-oriented individualistic culture dominated, and that almost half of the teachers had an external locus of control. The conclusion was drawn that the culture of learning organisation was not characteristic of Estonia's schools, while that type of culture would best support the professional and sustainable development of teachers.

15

Impact of Professors’ Behavioral Variables on Performance and Ranking of Universities

88%

Sohrabi B., Gholipour A., Fakheri Kuzekanan S.

The New Educational Review

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2011

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vol. 25

42-52

EN

In the era of intense competition, universities too try to secure the top most position among global 500 universities. With regard to Iranian universities, a TWENTY-YEAR VISION emphasizes the fact that Iran may achieve the top academic position in the Middle East by 2025. The present paper intends to review effective individual factors including the performance of professors in augmenting universities’ status. Since a desired scientific status needs the efforts of faculties and prudent administrators, attempt has been made to examine the effects of professors’ narcissism, self-efficacy and locus of control on their performance. The research is quantitative and the data was gathered through a questionnaire. The findings show that high ranking universities consist of academics with high self-efficacy and internal locus of control. Simultaneously, high ranks manifest high narcissism. However, the results show an insignificant relationship between professors’ propensity to learn and performance. In sum, considering the latest findings, one can conclude that professors’ personality is highly effective in their propensity to learning, hence it can be for important factor in employing academic professors.

16

Poziom kontroli własnego działania u młodzieży w zależności od jej samooceny oraz poczucia umiejscowienia kontroli

88%

Puchała W.

Psychologia Rozwojowa

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2009

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vol. 14

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issue 3

PL

Adolescents’ action control level versus their self-esteem and locus of controlThe aim of this research was to analyse the relationship between adolescents’ self-knowledge (general self-esteem level, self-esteem coherence, self-esteem certainty) and locus of control, on the one hand, and action control level (decision-related action control level – AOD and action control level during performing an activity – AOP) on the other. 119 eighteen-year-old students of two Warsaw secondary schools participated in the study. The methods used to analyse the hypotheses were: 1) M. Tukałło and R. Wiechnik’s Self-Knowledge Inventory, 2) R. Drwal’s Locus of Control Questionnaire “Delta” and 3) J. Kuhl’s Action Control Scale. SPSS pack (Pearson’s ‘r’ correlation method, regression method, Pearson’s partial correlation method) was used for the purpose of statistical analysis. The results of the research point to a statistically signifi cant correlation between self-esteem and decision-related action control as well as between locus of control and decision-related action control. Moreover, the findings demonstrate that locus of control and general self-esteem are not correlated with action control during performing an activity. However, the study confirmed a significant, but not very strong, correlation between action control during performing an activity and global self-esteem, intellectual self-esteem and self-esteem certainty.

17

Real-Life Frustration from Virtual Worlds: The Motivational Potential of Frustration

88%

Balážiková M.

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2019

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vol. 2

|

issue 1

56-68

EN

The presented paper offers a short general introduction to frustration followed by a discourse on frustration as an integral part of gaming experience with the core distinction between positive in-game frustration and negative at-game frustration. The potential of frustration to increase motivation to play, emotional engagement and immersion is outlined. The paper includes comprehensive research using the means of a questionnaire (n=159) and content analysis (n=327) identifying types of frustrating situations in games, perceived sources of frustration, the behavioural impact of frustration and the relationship between locus of control and ascribed source of frustration. Results showed toxic behaviour as a leading cause of frustration. The most common declared behavioural output of frustration caused by the toxic behaviour of other players was quitting a game for a certain amount of time. Frustration showed the most motivational potential within the category of frustrating situations related to gamers e.g. being stuck in a part of the game, losing, not succeeding, etc. At-game frustration concerns mainly the category called the “game itself”. Most often the game was blamed for insufficiencies in game mechanics or game design, malfunctioning and technical issues within the game. The presented research did not show a statistically significant association between the source of frustration and a participant’s locus of control. The paper has potential in terms of game design and research of emotion, motivation or immersion.

18

Self-esteem and Locus of Control as Determinants of Aggressive Coping Strategy of Young People in a Social Conflict Situation

75%

Borecka-Biernat D.

Kultura i Edukacja

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2014

|

issue 5(105)

211-231

EN

The aim of the study was to evaluate the contribution of self-esteem and locus of control in generating in the youth an aggressive coping strategy in a social conflict situation. The study made use of a proprietary questionnaire to study the coping strategy of youth in a social conflict situation (KSMK), the Rosenberg Self-Esteem Scale (SES), and the questionnaire to Study the Locus of Control (KBPK) created by G. Krasowicz and A. Kurzyp-Wojnarska. Empirical studies were carried out in junior high schools [Polish: gimnazjum] in Wroclaw and the surrounding area. They involved 811 adolescents (414 girls and 397 boys) aged 13 – 15. In the light of the performed studies it was stated that low general selfesteem in youth and strong belief in the influence of others on positive or negative effects of events play a particular role in the choice of aggressive strategy of young people to cope in a social confl ictsituation.

19

Początki bywają trudne. Zmiany rozwojowe poczucia kontroli wśród uczniów w okresie wczesnej adolescencji doświadczających transformacji systemu edukacji w Polsce

75%

Łubianka B., Filipiak S.

Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia

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2020

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vol. 33

|

issue 2

EN

The aim of the article was to present the results and conclusions of research on the developmental changes in locus of control among contemporary youth in the phase of early adolescence experiencing transformations of education system in Poland. The analysis constitute a summary of the first two, from the planned three, longitudinal research stages. The presented results are based on the yearly measurement of the locus of control in two groups of students: a group from primary schools, which is the first to implement extended education in primary schools – respectively in sixth and seventh grades, and students from extinguished junior high schools – in first and second grades. Locus of generalized control and separately in the situations of successes and failures were assessed on the basis of the Questionnaire for the Survey of Sense of Control (Kwestionariusz do Badania Poczucia Kontroli) KBPK and KBPK-R. Differences in developmental changes of locus of control between students in primary and junior high schools were analyzed. The results indicated that during two years of research internal locus of control increased in both groups of students, but primary school students had significantly higher internal tendency of feeling responsibility for events especially in case of successful situations. Additional analysis including gender revealed an increase in girls’ generalized locus of control and in locus of control of failures in the group of junior high school boys.

PL

Celem artykułu było przedstawienie wyników i wniosków z badań dotyczących zmian rozwojowych poczucia kontroli wśród współczesnej młodzieży w okresie wczesnej adolescencji doświadczającej przekształceń systemu edukacji w Polsce. Analizy stanowią podsumowanie pierwszych dwóch, z zaplanowanych trzech, etapów badań podłużnych. Prezentowane wyniki odnoszą się do powtarzanego co rok pomiaru poczucia kontroli w dwóch grupach uczniów: rocznika ze szkół podstawowych, który jako pierwszy realizuje wydłużoną naukę w szkole podstawowej – w klasie szóstej i siódmej, oraz uczniów, którzy stanowią rocznik wygaszający naukę w gimnazjach – w klasie pierwszej i drugiej. Poczucie kontroli zgeneralizowane oraz w sytuacjach sukcesów i porażek zostało ustalone na podstawie Kwestionariusza do Badania Poczucia Kontroli KBPK i KBPK-R. W badaniach sprawdzono, jakie różnice wystąpiły w zakresie zmian rozwojowych poczucia kontroli między uczniami szkół podstawowych i gimnazjów. Wyniki pokazały, że na przełomie dwóch lat badań w obu grupach uczniów wzrosło wewnętrzne poczucie kontroli, jednak to uczniowie szkół podstawowych charakteryzują się istotnie wyższym wewnętrznym przypisywaniem sobie odpowiedzialności za zdarzenia, szczególnie w sytuacjach sukcesów. Dodatkowe analizy uwzględniające płeć ujawniły wzrost zgeneralizowanego poczucia kontroli u dziewcząt oraz wewnętrznej kontroli w sytuacjach porażek u chłopców z gimnazjum.

20

Attributions in High and Low Willingness to Communicate in L2

75%

Piechurska-Kuciel E.

Anglica Wratislaviensia

|

2014

|

issue 52

129 - 146

EN

“Attributions” make up a psychological process that allows the individual to interpret and understand the behavior of others. As such, attributions refer to communicative behavior, enabling us to explain and understand the diversity of meanings given to communicative acts. Foreign language learners’ attributions regarding communication in L2 may be shaped by their willingness to communicate (WTC) in that language. The participants in this study were 609 secondary grammar school students. The results demonstrated that high levels of L2 WTC allow for responsible, internally driven, and stable behavior, firmly grounded in the student’s self-confidence. Learners willing to communicate in L2 demonstrate an unfaltering belief in their own abilities, and can take control of their own learning and fully rely on their hard work, irrespective of the hardships of the FL process. They are able to adapt to new challenges and new resources — a fact that makes them valuable assets to modern society. Conversely, students with low L2 WTC levels display serious maladaptive behaviors. They are not only convinced of their inferior abilities, but also reject investing more effort into their language learning processes. In effect, their self-confidence is extremely low, while their lack of volitional control makes them victims of blind fate governed by an FL context that they cannot understand or countenance. Ultimately it is very hard for them to adapt to new challenges, possibly resulting in fewer chances for success in adulthood.

Refine search results

Normalizacja skali "I-E w pracy" Xymeny Gliszczyńskiej

Locus of control and culture of poverty. An appraisal of Lawrence M. Mead’s ideas in ‘Culture and Poverty’

Hope for Success Is Where Your Locus of Control Is. A Psychological Analysis of Relationships Between Hope for Success and Locus of Control in Polish Adolescents

Longitudinal Investigation of Nursing Students’ Self-Directed Learning Readiness and Locus of Control Levels in Problem-Based Learning Approach

Locus of Control and Receptive Skills in Second Language Acquisition

Locus of control and styles of coping with stress in students educated at Polish music and visual art schools – a cross-sectional study

Personality traits and locus of control in situations of successes and failures among first grade junior high school students

Styl atrybucji, poczucie kontroli i płeć a podatność na powstawanie syndromu wyuczonej bezradności

Wybrane predykatory przedsiębiorczości handlowców

Learning styles and Locus of control in undergraduate medical, nursing and physiotherapy students: a comparative study

Struktura motywacji osiągnięć a poczucie umiejscowienia kontroli u uczennic szkół ponadgimnazjalnych

Struktura motywacji osiągnięć a poczucie umiejscowienia kontroli u uczennic szkół ponadgimnazjalnych

The effect of locus of control on the relationship between poverty and self-esteem

Changes in Organisational Culture in Schools and Readiness of Teachers for Those Changes

Impact of Professors’ Behavioral Variables on Performance and Ranking of Universities

Poziom kontroli własnego działania u młodzieży w zależności od jej samooceny oraz poczucia umiejscowienia kontroli

Real-Life Frustration from Virtual Worlds: The Motivational Potential of Frustration

Self-esteem and Locus of Control as Determinants of Aggressive Coping Strategy of Young People in a Social Conflict Situation

Początki bywają trudne. Zmiany rozwojowe poczucia kontroli wśród uczniów w okresie wczesnej adolescencji doświadczających transformacji systemu edukacji w Polsce

Attributions in High and Low Willingness to Communicate in L2