rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Relationship of the locus of control orientation of graduate students in education to their success in pursuing a doctorate degree
  name:
    name part: Koiner, John H.
    name part: 1940-
    role:
      role term: creator
  name:
    name part: Beatty, Paulette T.
    role:
      role term: degree supervisor.
  name:
    name part: Seaman, Don F.
    role:
      role term: degree committee member.
  name:
    name part: Smith, Darrell
    role:
      role term: degree committee member.
  name:
    name part: Stark, Stephen L.
    role:
      role term: degree committee member.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  genre: Academic theses
  origin info:
    place:
      place term: xx
    date issued: 1992
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: x, 79 leaves : illustrations ; 29 cm
  abstract: The purpose of this study was three fold: first, to determine the locus of control (LOC) orientation of doctoral students using the Internal (I), Powerful Others (P), and Chance (C) Scales, developed by Dr. Hanna Levenson; secondly, to determine if significant LOC differences existed between students at different doctoral stages; with different genders; at different ages; off- versus on-campus; Ph.D. and Ed.D. and among the different majors; thirdly, do the LOC test results support the self-reported information? This study consisted of 344 volunteer doctoral students in the School of Education, Texas A&M University. The response rate was 72% of a total population of 480. The findings from ANOVA and Tukey's HSD test of multiple comparison indicate significant differences at the .05 level in Powerful Others LOC (PLOC) scores between Counseling Psychology students and Physical Education, Educational Administration and Educational Curriculum and Instruction students. Significant differences in Chance LOC (CLOC) scores were noted between Adult and Extension Education and Educational Curriculum and Instruction students. There was a significant difference at the .05 level in the PLOC Mean score between Ed.D. students and Ph.D. students. The self-reported information on the student questionnaire was congruent with the LOC test results in 73% of the cases with regard to the Internal Locus of Control (ILOC) only. No other statistically significant differences were disclosed. Differences that may be worthy of noting: i.e., ILOC students were more homogeneous; female students scored higher ILOC scores than males and the older students scored higher ILOC scores. Off-campus students scored higher ILOC scores. An ILOC orientation may be the singularly most preferred LOC orientation for the successful pursuit of a doctorate. A Balanced Locus of Control (BLOC) between ILOC and PLOC orientations may be even more beneficial to the students' successful completion of a doctorate.
  note: "Major subject: Adult Education."
  note: Typescript (photocopy).
  note: Vita.
  note: Ph. D. Texas A & M University 1992
  note: Includes bibliographical references.
  subject:
    topic: Education
    topic: Study and teaching (Graduate)
  subject:
    topic: Graduate students
    topic: Psychology
  subject:
    topic: Locus of control
  subject:
    topic: Major adult education
  identifier: http://proxy.library.tamu.edu/login
  identifier: https://hdl.handle.net/1969.1/DISSERTATIONS-1307083
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: https://hdl.handle.net/1969.1/DISSERTATIONS-1307083
  record info:
    record content source: TXA
    record creation date: 930422
    record change date: 20220103134851.0
    record identifier: in00001133891
    language of cataloging:
      language term: eng