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ERIC Number: ED287113
Record Type: RIE
Publication Date: 1987
Pages: 11
Abstractor: N/A
Reference Count: N/A
Locus of Control and Classroom Environment in Discriminating High and Low Self-Concept.
Bailey, Glenda K.; And Others
Improvement in self-concept may facilitate improvement in other areas such as learning and achievement. If the self-concept is formed through experiences with the environment, interactions with significant others, and attributions of one's own behavior, then the classroom atmosphere may be influential in the development of a positive or negative self-concept in children. This study was conducted to determine the ability of locus of control and perception of classroom environment to successfully predict group membership in high and low self-concept children. Fourth and fifth grade students (N=107) were administered the Piers-Harris Children's Self-Concept Scale (P-H), the Classroom Environment Scale (CES), and the Nowicki Strickland Children's Locus of Control Scale (N-S) in their respective classrooms. Data were analyzed using a stepwise discriminant analysis. Results of the analysis indicated that four variables in combination successfully classified 76% of the total cases. The variables and their order of entry were: (1) order and organization; (2) affiliation; (3) innovation; and (4) locus of control. These findings suggest that while the CES and the N-S did not successfully discriminate 100% of the total cases, the influence of classroom environment and locus of control on student self-concept cannot be ignored. (Author/NB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A