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Locus of control as a theoretical construct derives from Julian B. Rotter's (1954) social learning theory of personality. It is an example of a problem-solving generalized expectancy, a broad strategy for addressing a wide range of situations.
Internal attribution, or dispositional attribution, refers to the process of assigning the cause of behavior to some internal characteristic, likeability and motivation, rather than to outside forces. [17] This concept has overlap with the locus of control, in which individuals feel they are personally responsible for everything that happens to ...
Julian B. Rotter (October 22, 1916 – January 6, 2014) was an American psychologist known for developing social learning theory and research into locus of control.He was a faculty member at Ohio State University and then the University of Connecticut.
Individuals with an external locus of control are more likely to exhibit a self-serving bias following failure than those with an internal locus of control. [ 2 ] [ 18 ] The difference in attribution style between individuals with internal and external loci of control, however, is not as marked in successful outcomes, as individuals with both ...
Locus of control, neuroticism, generalized self-efficacy, and self-esteem have many conceptual similarities, but beyond stating that the similarities exist, these traits were rarely studied together until their integration into the common underlying trait of core self-evaluations.
Learned helplessness is the behavior exhibited by a subject after enduring repeated aversive stimuli beyond their control. It was initially thought to be caused by the subject's acceptance of their powerlessness, by way of their discontinuing attempts to escape or avoid the aversive stimulus, even when such alternatives are unambiguously presented.
Several theories predict the fundamental attribution error, and thus both compete to explain it, and can be falsified if it does not occur. Some examples include: Just-world fallacy. The belief that people get what they deserve and deserve what they get, the concept of which was first theorized by Melvin J. Lerner in 1977. [11]
Cassandra B. Whyte noted the importance of internal locus of control tendencies on successful academic performance, also compatible with self-regulated learning. Whyte recognized and appreciated external factors, to include the benefit of working with a good teacher, while encouraging self-regulated hard work, skill-building, and a positive ...