Locus of Control, Academic Achievement, and Follow Through in Appalachia.
The present study explored the development of locus of control in rural Appalachian Follow Through participants and in lower and middle-class comparison groups. The IAR was administered to 249 first-, third-, and sixth-grade children along with standardized achievement tests. Contrary to previous re...
| Published in: | Contemporary Educational Psychology Vol. 3; no. 4; pp. 367 - 376 |
|---|---|
| Main Author: | |
| Format: | Article |
| Published: |
Academic Press Inc.
Oct1978
|
| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| Summary: | The present study explored the development of locus of control in rural Appalachian Follow Through participants and in lower and middle-class comparison groups. The IAR was administered to 249 first-, third-, and sixth-grade children along with standardized achievement tests. Contrary to previous research, participation in Follow Through did not enhance internality; no social class differences were revealed. A significant social class by sex interaction was found. Strong support was not found for a developmental trend. The patterns of correlations between locus of control and achievement indicated a stronger relationship for the lower-class samples rather than for the middle-class as has been previously reported. Implications concerning different developmental antecedents in Appalachian homes as a function of sex-role socialization as well as the nature of future intervention research are discussed. |
|---|