THE RELATIONSHIP OF LOCUS OF CONTROL TO ACHIEVEMENT, SELF-ESTEEM AND CREATIVITY IN OPEN AND TRADITIONAL EDUCATIONAL SETTINGS
This study investigated the effects of locus of control (LOC) and an open versus traditional classroom setting on student achievement, self-esteem and creativity.^ Subjects were 170 third- and fourth-grade students in a New Jersey school district. LOC orientation was determined by subjects' performance on the Intellectual Achievement Responsibility Questionnaire (IAR). The Walberg-Thomas Open Classroom Scale measured classroom openness. The California Achievement Test, Coopersmith Self-Esteem Inventory and Torrance Test of Creativity measured achievement, self-esteem and creativity, respectively.^ A 2 x 2 ANCOVA was used to determine the main effects of LOC and educational setting on achievement scores. A 2 x 2 ANOVA was used to determine the main effects of LOC and educational setting on self-esteem and creativity. The following general results were obtained: (1) Total Internal LOC subjects obtained higher math and language scores than Externals. (2) Internal('+) LOC subjects obtained higher reading and language scores than Externals. (3) No differences were found between Internal and External LOC subjects on any achievement tests. (4) Open classroom subjects obtained higher reading scores than traditional classroom subjects. (5) No interactions of LOC and educational setting were found for any achievement scores. (6) No main effects or interactions of LOC and educational setting were obtained for self-esteem or creativity.^ It was suggested that subjects' desire to produce socially desirable responses may have contributed to the absence of a relationship between LOC and self-esteem. The absence of a relationship between LOC and creativity may have been caused by externals' ability to perform well on divergent thinking skills which de-emphasize evaluation. The absence of a relationship between classroom setting and self-esteem and creativity may be attributed to a lack of time in that setting and the special curricular demands of third and fourth grades which include a more content-focused, achievement-oriented curriculum. ^
ALLEN, EDWARD JOHN, "THE RELATIONSHIP OF LOCUS OF CONTROL TO ACHIEVEMENT, SELF-ESTEEM AND CREATIVITY IN OPEN AND TRADITIONAL EDUCATIONAL SETTINGS" (1982). ETD Collection for Fordham University. AAI8213597.