Locus of Control, Self‐Efficacy, and Motivation in Different Schools: Is moderation the key to success?

Abstract

This study used a novel multidimensional locus of control instrument (I‐SEE) to investigate the relationship between locus of control, motivation, and academic achievement in three different types of school. The strengths of the I‐SEE are that it incorporates the construct of self‐efficacy and that it is embedded in a model of personality and action based on field‐theoretical conceptions. Further, it includes the role of the environment and personality in determining action. The results support a multidimensional conceptualisation of locus of control and the utility of the I‐SEE. There were statistically significant differences between schools for motivation and achievement and also a mediating effect between locus of control and school type, suggesting that interactional models are required in investigations of motivation and achievement. Furthermore, moderate levels of locus of control and self‐efficacy appear to be more adaptive than either extremely high or low levels.

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