VARIABLES
Variables include attribution, control, reinforcements, expectations, and perception: “Rotter viewed locus of control as an attribution where individual’s behaviors were functions of their expectations and reinforcements” (de Carvalho, Gadzella, Henley, & Ball, 2009, para. 5).
DOMAINS:
Domains include education, age, cultural background and ethnicity, gender, and health (mental and physical).
Contributors: Margaret Mary Todd
School of Information Studies
Syracuse University
DEVELOPERS
The main developer is Julian B. Rotter who first developed the theory, Locus of Control (1966).
BACKGROUND
Locus of Control is an attribution theory primarily developed by Julian B. Rotter (1966). “Locus of Control refers to those causes to which individuals attribute their successes and failures” (Forte, 2005, p. 65). Rotter identified two different types of control:
Rotter developed an assessment, the Rotter Internal-External Locus of Control assessment, consisting of twenty-nine paired questions to determine if one’s locus of control was more internal or external (Lefcourt, 1982, p. 209-212).
Various studies have looked at the relationship between education and locus of control. Specifically, more education leads to increases in internal locus of control (Slagsvold & Sorenson, 2008, p. 30).
Age also has a strong relationship with locus of control. Schieman determined that an individual’s locus of control morphs as they age: as an individual gets older, they lose their sense of control. Schieman suggests that retirement, widowing, and deteriorating health all contribute to a low sense of control, whereas education, marriage, financial satisfaction, and religious association can all help maintain an internal locus of control (2001).
Cultural background and ethnicity can also contribute to one’s locus of control. Lefcourt pointed out in 1982 that, “minority groups who do not enjoy as much access to opportunity as do the predominant Caucasian groups in North American society, are often found to hold fatalistic, external control beliefs” (p. 31).
Gender factors into one’s sense of control: women are less likely to posses an internal locus of control than men. However, the gender gap in regards to locus of control is changing: “as gender inequality in education and life chances decline, we should expect to see gender difference in sense of control to decline as well, because women’s and men’s life courses are converging” (Slagsvold & Sorenson, 2008, p. 29).
There is also a direct relationship between an individual’s locus of control and their health, both mental and physical. A study determined that college students who experience “severe stress make more behavioral attributions to chance,” meaning they possess an external locus of control (de Carvalho et al., 2009, Discussion section, para. 1). Overall, those with an external locus of control have a more difficult time dealing with stress, including the stress that develops as a result of deteriorating health, which can then lead to worsening health conditions (Lefcourt, 1982, p. 103).
RECOMMENDATIONS/APPLICATIONS:
From the managerial context, being aware of your employee’s internal-external locus of control can be very helpful, it can teach you more about your employees and why they act the way they do. Research has shown that “individuals with high external locus are less likely to be committed to their organizations […] they may feel unable to influence organizational decision making regardless of their actual feelings about the issue being discussed […] they are easily silenced by high internals who can easily try to control group dynamics” (Jatkevicius, 2010, p. 78). Jatkevicius recommends organizations, including libraries, use personality testing (Myers-Briggs) as a way to get to know employees better and figure out ways to work together (2010, p. 81).
Determining locus of control types is also recommended as a way to target students who may need an intervention to help develop their internal locus of control: for students, the locus of control is “easily measured using brief inventories, and potentially changeable via brief, inexpensive interventions that can be completed in a quarter or semester” (Kirkpatrick et al., 2008, p. 487).
REFERENCES ~ Coding Spreadsheet - Web View