Relationship between self-esteem and locus of control in Iranian University students

Sixty undergraduate university students participated in a study of the relationship between repression-sensitization and selected measures of adjustment, namely, degree of conflict, self-esteem, alienation, anomy, and locus of control. Results indicated that sensitizers tend to report lower levels of self-esteem; greater alienation, anomy, and conflict; and externality. Further analyses identified alienation and particularly self-esteem as best predictors of defensive orientation.

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THE CAREER READINESS AS A TEACHER ON UNIVERSITY STUDENTS BASED ON LOCUS OF CONTROL, SELF ESTEEM, AND PEDAGOGICAL COMPETENCE

Jurnal Psikologi TALENTA ◽

10.26858/talenta.v4i2.7864 ◽

2019 ◽

Vol 4 (2) ◽

pp. 156

Author(s):

RATNA Sari

Keyword(s):

Locus Of Control ◽

University Students ◽

Control Variable ◽

Sampling Technique ◽

Self Esteem ◽

Career Readiness ◽

Pedagogical Competence ◽

Relationship Of ◽

The Relationship ◽

Effective Contribution

This research aims to determine the relationship of locus of control, self-esteem, pedagogical competence and career readiness to be a teacher on university students. The population of the research is students of IED at Universitas Muhammadiyah Yogyakarta. The sample is taken using incidental sampling technique. Data collection was conducted by using career readiness scale, locus of control scale, self-esteem scale, and pedagogical competence scale. The data are analyzed using statistical calculation method by using the multiple regressions technique. The results show that; (1) there is no significant relationship between locus of control, self-esteem, pedagogical competence and career readiness to be a teacher, (2) there is a relationship between locus of control and career readiness to be a teacher, (3) there is no relationship between self-esteem and career readiness to be a teacher, (4) there is a correlation between pedagogical competence and career readiness to be a teacher. The total effective contribution of locus of control and pedagogical competence are 14.9%. The effective contribution of locus of control variable is 5.4% and pedagogical competence variable is 9.5%.

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Relationship between Individual Attributional Style, Self-Esteem, Locus of Control and Academic Achievement of Vytautas Magnus University Students

Baltic Journal of Sport and Health Sciences ◽

10.33607/bjshs.v4i67.535 ◽

2018 ◽

Vol 4 (67) ◽

Author(s):

Laima Ruibytė

Keyword(s):

Academic Achievement ◽

Locus Of Control ◽

University Students ◽

Attributional Style ◽

Control Level ◽

Self Esteem ◽

Attribution Style ◽

Future Aspirations ◽

The Individual ◽

Girl Students

This study was aimed to investigate the link between students’ self-esteem, individual attribution style, locus of control and academic achievement for better understanding of students’ learning and adaptation problems. The main purpose of the research was to examine the relationship between the individual attributional style, locus of control and self-esteem, analyse, to analyze how these features of personality were related to future aspirations and how the afore-mentioned features were reflected in the academic activity of students. The tasks set for the analysis of the survey data were as follows: to identify specific features of self-esteem, locus of control and attributional style and their interrelation, analyse the link between self-esteem and future aspirations of the individual, and identify the link of self-esteem and locus of control with academic grade. Participants were 200 Vytautas Magnus University students (59 males and 141 females). For the purpose of survey we used the questionnaire of 52 items constructed by us which comprised three blocks: self-esteem, attributional style and locus of control. Self-esteem of students was measured using Rosenberg (RVS) self-esteem scale (10 statements). To determine specific features of attribution (15 questions) we used the respondents’ opinion regarding their colloquium grade (two questions) and interpretation of reasons for getting such grade (eight questions) based on B. Weiner’s model (Weiner, 1985). One question reflected the student’s expectations before the exam and one was intended to determine the student’s attribution style in foreseeing the factors predefining the future result. The scale of the locus of control (27 statements) was worked out on the basis of the Subjective Control Level (УСК) survey methods developed by the Scientific Research Institute of Bechterev and the Occupational Stress Indicator (OSI) Methods created according to the Dutch version of Spanningseter. The main conclusions are: 1. The survey results confirmed the interrelationship between self-esteem and internality (externality) — students with higher level of self-esteem have higher internality score. 2. Low and high self-esteem students explain their success using different attributional style. Boys and girls with higher level of self-esteem attached greater importance to their internal and stable features and valued unstable external factors less than low self-esteem students. 3. In addition to different interpretation of current events, students-internals and externals also had different perception of their future result. Externals more than internals were inclined to believe that their examination grade would be predetermined by external causes. 4. Subjective locus of control was linked to results and achievements of individual activities. Girl-students with relatively higher internality had better results in academic activities, i.e. their received grade than girl-students externals. The data on boys did not reflect statistically reliable link between internality and received grade. 5. Level of internality keeps growing with age. Particularly distinct is the dependence of internality upon the year of studies in which the respondents are studying. Senior girls and boys manifest higher level of internality. It seems that students’ attributions, locus of control, self-esteem and academic achievement are strongly connected and thus they have to be applied for effective teaching.Keywords: individual attribution style, self-esteem, locus of control, academic achievement.

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PERAN SELF-ESTEEM DALAM MENCEGAH EMOTIONAL DISTRESS: LOCUS OF CONTROL SEBAGAI ANTECEDENT

Jurnal Muara Ilmu Sosial, Humaniora, dan Seni ◽

10.24912/jmishumsen.v4i1.6924.2020 ◽

2020 ◽

Vol 4 (1) ◽

pp. 224

Author(s):

Lukas Juliano ◽

P. Tommy Y.S. Suyasa

Keyword(s):

Data Analysis ◽

Locus Of Control ◽

University Students ◽

Emotional Distress ◽

Self Esteem ◽

Anxiety Symptoms ◽

The State ◽

University Student ◽

Coping Process

Nowadays, there are several phenomenons of suicide in-between university students whom are doing their thesis in Indonesia. One of the sources of suicide is emotional distress. Emotional distress is an uncomfortable state which can cause several lose, usually marked by depression and/or anxiety symptoms. There exist a few anti-stress variables to help coping process toward emotional distress, two of which are self-esteem and locus of control. This experiment’s goal is to figure out the state of the three variables on university students currently doing their thesis, while figuring out the relations of the anti-stress variables to emotional distress in the process of doing so. The participants in this experiment is 163 university students from X University currently doing their thesis, with age between 20-24 years old. From the data analysis, there are two conclusions. First, emotional distress is higher in university student doing thesis than common individual. Second, emotional distress can be predicted by self-esteem; furthermore, self-esteem is predicted by locus of control. The experiment is hoped to be able to provide insight in preventing emotional distress, specifically in university student struggling with their thesis. Saat ini, terdapat beberapa fenomena bunuh diri di kalangan mahasiswa yang sedang mengerjakan skripsi di Indonesia. Salah satu penyebab naiknya tingkat bunuh diri adalah emotional distress. Emotional distress adalah keadaan tidak menyenangkan yang dapat mengakibatkan berbagai kerugian, umumnya ditandai dengan gejala depresi dan/atau kecemasan. Terdapat beberapa variabel anti-stres yang terbukti mampu mengurangi emotional distress, dua di antaranya adalah self-esteem dan locus of control. Penelitian ini bertujuan memeroleh gambaran ketiga variabel ini pada mahasiswa yang sedang mengerjakan skripsi, sekaligus mencari peran kedua variabel anti-stres tersebut terhadap emotional distress pada partisipan penelitian. Partisipan penelitian meliputi 163 orang mahasiswa yang sedang menyusun skripsi, dengan rentang usia 20 hingga 24 tahun. Berdasarkan analisis data, diperoleh dua kesimpulan. Pertama, tingkat emotional distress pada mahasiswa yang sedang mengerjakan skripsi, lebih tinggi dibandingkan individu pada umumnya. Kedua, emotional distress dapat diprediksi oleh self-esteem; dan lebih lanjut self-esteem diprediksi oleh locus of control. Penelitian ini bermanfaat memberikan insight dalam pencegahan emotional distress, khususnya pada mahasiswa yang sedang mengerjakan skripsi.

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CORRELATES OF SOCIALLY RESTRICTIVE AND AUTHORITARIAN ATTITUDES TOWARD MENTAL PATIENTS IN UNIVERSITY STUDENTS

Social Behavior and Personality An International Journal ◽

10.2224/sbp.1993.21.4.333 ◽

1993 ◽

Vol 21 (4) ◽

pp. 333-338 ◽

Cited By ~ 14

Author(s):

M. Morrison ◽

A. F. De Man ◽

A. Drumheller

Keyword(s):

Locus Of Control ◽

University Students ◽

Multivariate Analyses ◽

Young Male ◽

Self Esteem ◽

External Locus ◽

Age And Gender ◽

Mental Patients ◽

And Gender ◽

The Relationship

Ninety-two university students (55 women; 37 men) participated in a study of the relationship between authoritarian and socially restrictive attitudes toward mental patients and the variables of trait -anxiety, self-esteem, locus of control, age, and gender. Results of multivariate analyses showed that individuals who score high in authoritarianism tend to be young, male, and believers in chance and fate (external locus of control). A similar pattern was found for social restrictiveness.

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