The relationship between academic achievement and locus of control in middle and lower socio-economic level Black, White, and Mexican-American high school students in an urban school setting

Problem The study was designed to determine if a relationship exists, independent of IQ, between academic achievement and locus of control in grades nine, ten and eleven for male and female; middle and lower socioeconomic level; black, white and Mexican-American high school students. Procedures Null hypotheses were formulated to test whether partial correlation coefficients between academic achievement and locus of control, with the effects of IQ removed, were significantly different from zero, where groups were formed on the bases of socioeconomic level and ethnic background, socioeconomic level and sex, and sex and ethnic background. A stratified random sampling technique was utilized in the selection of one-hundred and eighty subjects for the study. There were equal numbers of male and female; middle and lower socioeconomic level; black, white and Mexican-American subjects. Subjects' locus cf control was determined by the use of the Rotter (1966) I-E Scale; academic achievement was measured by the Stanford Achievement Test; IQ was determined by the use of the Otis-Lennon Mental Ability Test; and socioeconomic level was determined by the use of the Duncan Socioeconomic Index for Occupations. Findings for the Hypotheses Partial correlation coefficients were computed between academic achievement test scores and locus of control scores with the relational effects of IQ removed. For each of the hypotheses, the partial correlation coefficients were tested for significant difference from zero at the .05 level and the .01 level of confidence. The statistical treatment of the data relating to hypotheses 1 through 6 showed that the partial correlation coefficient between academic achievement and locus of control, with the effects of IQ removed, was not significantly different from zero when groups were formed on the bases of socioeconomic level and ethnic background. The statistical treatment of the data relating to hypotheses 7 through 10 showed that the partial correlation coefficient between academic achievement and locus of control, with the effects of IQ removed, was not significantly different from zero when groups were formed on the bases of socioeconomic level and sex, except for hypothesis number 9 which dealt with lower socioeconomic level male subjects. In this case, the partial correlation coefficient obtained (-.387) was significant at the .01 level of confidence and indicated that internal locus of control was related to higher academic achievement for lower socioeconomic level male subjects. These results are consistent with those reported by Cellura (1963) in an unpublished study cited by Rotter (1966). The statistical treatment of the data relating to hypotheses 11 through 16 showed that the partial correlation coefficient between academic achievement and locus of control, with the effects of IQ removed, was not significantly different from zero when groups were formed on the bases of ethnic background and sex except for hypothesis number 13 which dealt with Mexican-American male subjects. In this case, the partial correlation coefficient obtained (-.487) was significant at the .01 level of confidence and indicated that internal locus of control was related to higher academic achievement for Mexican-American male subjects. Although only two of the sixteen hypotheses were significant, and all other partial correlatidn coefficients were near zero and non-signifleant, there was a directional tendency. All partial correlation coefficients were positive, indicating a relationship between external locus of control and high academic achievement, for female subjects; and negative, indicating a relationship between internal locus of control and high academic achievement for male subjects. Conclusions The basic findings of this study would seem to indicate little if any measured relationship between academic achievement and locus of control. However, before this general conclusion is accepted, several alternative possibilities should be considered. 1. Controlling the IQ, which is so closely related to academic achievement, may have eliminated effect. "IQ scores" on this verbal group test may actually be "academic achievement." 2. The instrument used in the study may not have been sensitive enough to measure degrees of locus of control. 3. The sample used in the study was small and may not have been representative. 4. There may have been other uncontrolled contaminating variables present or possibly there were no actual relationships other than for the two hypotheses noted. 5. There may be a small and weak relationship between academic achievement and locus of control. 6. Significant findings in two groups indicate the possibility of any or all of the above conclusions as a possible explanation of the weak results obtained. Recommendations Several questions have arisen from the findings of the study. The following recommendations were considered appropriate: 1. Research needs to be conducted to identify the most effective levels of locus of-control for different situations. The importance of internal locus of control has been emphasized in the literature but no information is available about what level of internal locus of control is most effective in what situations. 2. Counseling programs aimed at changing locus of control should be investigated to determine if changes in locus of control are accompanied by changes in achievement. 3. Further research should be conducted to determine the effects of enrichment programs on locus of control and academic achievement. 4. This study should be replicated using larger samples of lower socioeconomic level students and students from minority ethnic backgrounds, where the traditional IQ test is least effective, to determine if measures of locus of control have a place in the total guidance program.