There are two types of locus of control. These are the external and internal loci of control. Show
Generally, you can think of your locus of control as sitting along a spectrum:
Types of Locus of ControlWhat is an Internal Locus of Control?A person with a strong internal locus of control tends to think that they are in control of their own fate. This sort of person will seek out opportunities to create change in their situations. When things go wrong, they will often reflect on their own behaviors and look for ways to do better next time. Quotes that might describe a person with a high internal locus of control include:
Typically, these people are introspective, self-motivated, and keep themselves accountable. They might also have high levels of perseverance and determination. Read about 21 internal locus of control examples in real life. What is an External Locus of Control?A person with a strong external locus of control tends to think that their actions will not change outcomes. This sort of person will often attribute their success or failure to an outside influence. They are highly aware of discrimination, bias, and systemic constraints on society. They will be more socially minded rather than individually minded. While in personal psychology it may seem as if having a high external locus of control is a negative attribute, awareness of systemic social issues can also make you a better and more empathetic person. The trick is to be aware of your constraints while also trying to identify avenues for using your agency to your advantage. Read about 21 external locus of control examples in real life. Strengths of Locus of Control TheoryLocus of control theory helps you to understand that your mindset matters. It reminds you that, if your mind seeks out solutions to problems, you will be able to claim and exercise your agency.
Weaknesses of Locus of Control TheoryWhile the theory is a great metaphor and practical to use for psychologists and teachers, it can also face valid criticism.
History of the ConceptThe concept of locus of control was created by Julian B. Rotter in his 1954 research on social learning theory. Central to the theory was the idea of “expectancy shifts” where someone may or may not learn to ascribe their efforts to success. According to Rotter, people tend to expect certain results, and this may be based upon either personal efforts (internal) or external forces. Rotter’s research (along with his students) showed that people who attributed their outcomes to their abilities would expect to see success. By contrast, people who didn’t believe in the power of their own agency would see outcomes to be the result of chance, not effort. Locus of control is also often touched on in motivational theories such as:
See our full glossary list of motivation theories. ConclusionThere are two types of locus of control: internal and external. However, locus of control probably sits along a spectrum where you might have a low, high, or very high internal or external locus of control. Furthermore, it’s likely that your sense of control over outcomes will change based on contextual factors including the task, the competitors, and your mentors.
Locus of control is a psychological concept that refers to how strongly people believe they have control over the situations and experiences that affect their lives. In education, locus of control typically refers to how students perceive the causes of their academic success or failure in school. Students with an “internal locus of control” generally believe that their success or failure is a result of the effort and hard work they invest in their education. Students with an “external locus of control” generally believe that their successes or failures result from external factors beyond their control, such as luck, fate, circumstance, injustice, bias, or teachers who are unfair, prejudiced, or unskilled. For example, students with an internal locus of control might blame poor grades on their failure to study, whereas students with an external locus of control may blame an unfair teacher or test for their poor performance. Whether a student has an internal or external locus of control is thought to have a powerful effect on academic motivation, persistence, and achievement in school. In education, “internals” are considered more likely to work hard in order to learn, progress, and succeed, while “externals” are more likely to believe that working hard is “pointless” because someone or something else is treating them unfairly or holding them back. Students with an external locus of control may also believe that their accomplishments will not be acknowledged or their effort will not result in success. In special education, the locus-of-control concept is especially salient. Many educators believe that students with learning disabilities are more likely to develop an external locus of control, at least in part due to negative experiences they may have had in school. If their disabilities have made learning exceptionally difficult or challenging, and they have consequently experienced more failure than success in school, blaming other people and external factors can develop into a psychological coping mechanism (i.e., when someone or something else is always the cause, the students don’t need to take more responsibility over their success in school). For related discussions, see growth mindset and stereotype threat.
ReformIn recent decades, locus of control has become a more widely recognized and discussed concept in education. There are two main approaches that schools use when working with learning-disabled students who have an external locus of control:
Several questionnaires have been developed to help identify whether students tend toward an internal or external locus of control. Julian B. Rotter, the psychologist who originally developed the locus-of-control concept, created a widely used question-based assessment and a corresponding scale designed to identify where students are on the internal-external spectrum. The questionnaire offers a series of choices between two statements. For example, the respondent would choose between “I have often found that what is going to happen will happen” or “Trusting to fate has never turned out as well for me as making a decision to take a definite course of action.” Rotter’s assessment is one of a number of diagnostic tools and scales that may be used by psychologists and educators. |