Interaction of Locus-of-Control Orientation and the Performance of Learning Disabled Adolescents

Abstract

This research investigated the interaction of locus-of-control orientation with two conditions of learning on the performance of learning disabled adolescents. Locus of control is a generalized construct wherein the individual has the power to perceive outcome as being independent of one's own behavior and the result of chance, or to believe that outcomes are related to one's own behavior and efforts. A sample of 50 learning disabled adolescents were divided into two divergent samples on the locus-of-control variable using the Intellectual Achievement Responsibility Questionnaire. The subjects from the two groups were administered pretest and posttest lists of 15 spelling words under two conditions of learning (highly structured rein forcement and lowly structured rein forcement). A repeated-measures analysis of covariance was used with intelligence test scores and pretest scores partialed out. Results showed that the adolescents with internal locus of control performed significantly better in the low-structure reinforcement condition, while the adolescents with external locus of control performed significantly better in the high-structure reinforcement condition.