A comparative study of locus of control in mentally retarded, emotionally disturbed, learning disabled, and normally achieving students /

Abstract

Based on the findings of this study, the following conclusions were reached. (1) Educable mentally retarded students are more externally oriented than emotionally disturbed and learning disabled students. (2) Emotionally disturbed and learning disabled students do not differ in locus of control orientation. (3) Handicapped students are more externally oriented than nonhandicapped students. (4) Internal-External locus of control orientation does not significantly change from grade 6 to grade 8.

The subjects in this study were 151 male students (72 handicapped, 79 nonhandicapped). The students were selected from four public schools located in two suburban school districts. The Children's Nowicki-Strickland Internal-External Control Scale (CNS-IE) was used as the measure of locus of control. The instrument was administered individually to each handicapped subject and in small groups for the normally achieving subjects. The examiner read orally each question.

The purpose of this study was to investigate locus of control orientation in mentally retarded, emotionally disturbed, learning disabled, and normally achieving students in grades 6 through 8.

Educational implications and recommendations for future research were presented.

An ANOVA was performed to test the significance at the .05 level of each hypothesis stated as measured by the CNS-IE. Where the statistical analysis indicated significant differences between the means, a multiple comparison technique was used.

Specifically, this study was designed to address the following questions: (1) Do students labeled educable mentally retarded, emotionally disturbed, or learning disabled differ in locus of control orientation? (2) Do these students differ from normally achieving students in locus of control orientation?