Describes a study that compared academic achievement, personality (locus of control), and response to interpersonal stimuli in father-absent and father-present Black children from grades 3-8. (GC)

The article focuses on models of the causal ascriptive processes in relation to the education of exceptional learners. The model the authors found most useful includes four dimensions of causal attributions, i.e., causes vary in the degree to which they are internal, volitional, mutable, and predictable. (PHR)

Minors were found to be less likely than adults to anticipate consultation with a professional regarding the pregnancy, and more likely than adults to perceive decisions about pregnancy disposition and contraception as being "externally" determined. (Author/DB)

Subjects were presented with tasks varying in the extent to which success was diagnostic of high ability and failure was diagnostic of low ability. Results supported the self-assessment theory--high achievement-motivated subjects were more interested in obtaining diagnostic information than in succeeding at difficult tasks. (Author/GDC)

The author suggests that the preconscious is the true locus of significant prose because of its greater amount of freedom to gather, compare, and rearrange ideas, and that the ultimate challenge to teachers of composition is to give freedom to their students' preconscious processes. (KC)

Teenagers, classified according to Rotter's Locus of Control Scale, indicated whether or not and why they engaged in alcohol consumption or marijuana smoking. A higher proportion of externals drank but the groups did not generally differ in marijuana smoking behaviors. (Author/BEF)

The locus of control/achievement relationship is clarified by distinguishing momentary achievement events (standardized test results) from a continuing state (grade point average) using a path diagram. Although no substantial correlations were found between locus of control, socioeconomic status and sex, these variables better predicted continuing…

Among obese females following a behavioral weight loss program, a measure of perceived personal control significantly predicted outcome. Internals achieved greater mean weight loss. The internal control orientation was associated with higher extraversion and self-acceptance, but neither of these other variables correlated with weight loss. (Author)

Assesses the relative merit of three modes of instructor verbal behavior on student achievement. Results suggest that interacting with students outside the classroom using affective behaviors and locus of control change techniques improves student self-concept and classroom achievement. (Author)

Besides linguistic and cultural components, bilingual education should include the "psychoinstructional dimension," that is, the dimension that includes a child's intellectual and personality traits derived from cultural and social class uniqueness. (Author/JM)

Parents, teachers, and athletic coaches have a primary responsibility in attempting to elicit desirable changes in the locus of control of their children, students, or athletes. (JD)

Satisfaction with Holland's Self-Directed Search (SDS) was measured using a sample of college freshmen, dichotomized on Rotter's construct of locus of control and Holland's construct of differentiation. Results support the prediction that internally controlled individuals would be more satisfied with the SDS than externally controlled students.…

Determined the effects of instructional procedures differing in degree of student control on achievement and attitudes of pupils identified as having an internal or external locus of control. Results suggest instructional procedure may not differentially affect achievement of internal and external sixth graders over a short period. (Author)

Subjects associated degrees of stress with experiences of social isolation and powerlessness. High internals reported higher stress than moderate or low internals. High internal clients reported lower self-esteem, higher stress, and less control over recent events than nonclients. (Author/BEF)

The findings provide evidence that the learning disabled develop most cognitive abilities in a manner similar to that of their normal counterparts, though perhaps slightly delayed, and that by adolescence, development in the learning disabled approaches that of normals. (Author/DLS)