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Locus of Control, Attributional Style and Discipline Problems in Secondary Schools

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Title: Locus of Control, Attributional Style and Discipline Problems in Secondary Schools
Language: English
Authors: Tony, Tam Shui Kee
Source: Early Child Development and Care. Oct 2003 173(5):455-466.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Peer Reviewed: Y
Page Count: 12
Publication Date: 2003
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Secondary Schools, Discipline Problems, Locus of Control, Cognitive Restructuring, Secondary School Students, Adolescents, Self Concept, Student Adjustment, Attribution Theory, Questionnaires, Correlation
Geographic Terms: Hong Kong
Assessment and Survey Identifiers: Nowicki Strickland Locus of Control Scale, Attribution Style Questionnaire
DOI: 10.1080/0300443032000088203
ISSN: 0300-4430
Abstract: This article presents the findings of a study hypothesizing that school discipline problems are a maladaptive response to the demand of the school environment as a result of deficits in the area of locus of control and attributional style. The findings indicate that an external orientation of locus of control and a passive pattern of attribution remain significant predictors of discipline problems when other factors are held constant. The findings lend support to the idea of establishing programmes that "induce appropriate attributions" in children and train teachers to become aware of the attributional process in order to effectively deal with discipline problems in school. Cognitive re-structuring is suggested as an effective means of intervention aimed at disputing the irrational beliefs, which leads to positive effects and consequences. This study was conducted on a sample of three hundred and eighty-four students recruited from the junior forms of four secondary schools in Hong Kong. (Contains 5 tables.)
Abstractor: Author
Number of References: 46
Entry Date: 2007
Accession Number: EJ770746
Database: ERIC
FullText Text:
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  Data: Locus of Control, Attributional Style and Discipline Problems in Secondary Schools
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
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  Data: <searchLink fieldCode="DE" term="%22Hong+Kong%22">Hong Kong</searchLink>
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  Data: This article presents the findings of a study hypothesizing that school discipline problems are a maladaptive response to the demand of the school environment as a result of deficits in the area of locus of control and attributional style. The findings indicate that an external orientation of locus of control and a passive pattern of attribution remain significant predictors of discipline problems when other factors are held constant. The findings lend support to the idea of establishing programmes that "induce appropriate attributions" in children and train teachers to become aware of the attributional process in order to effectively deal with discipline problems in school. Cognitive re-structuring is suggested as an effective means of intervention aimed at disputing the irrational beliefs, which leads to positive effects and consequences. This study was conducted on a sample of three hundred and eighty-four students recruited from the junior forms of four secondary schools in Hong Kong. (Contains 5 tables.)
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        Value: 10.1080/0300443032000088203
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 455
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary Schools
        Type: general
      – SubjectFull: Discipline Problems
        Type: general
      – SubjectFull: Locus of Control
        Type: general
      – SubjectFull: Cognitive Restructuring
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Adolescents
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      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Student Adjustment
        Type: general
      – SubjectFull: Attribution Theory
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Hong Kong
        Type: general
      – SubjectFull: Nowicki Strickland Locus of Control Scale
        Type: general
      – SubjectFull: Attribution Style Questionnaire
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      – TitleFull: Locus of Control, Attributional Style and Discipline Problems in Secondary Schools
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