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Date of Award


Document Type


Degree Name

Doctor of Education (Ed.D.)


Graduate School

First Advisor

Robert R. Hopkins

First Committee Member

Mari G. Irwin

Second Committee Member

Robert D. Morrow

Third Committee Member

Kenneth Beauchamp


This dissertation examined the relationship between locus of control (for all, positive, and negative events) and rate of academically engaged learning time (for mathematics and language arts separately and together) and how this relationship is affected by the sex, ethnicity, socio-economic status and achievement of the student and the grade and instructional organization of the school. The subjects for this investigation consisted of 56 fourth grade students at two year-around schools in Watsonville, California. This sample included the following approximate proportions: males-60%; low socio-economic status (qualified for free or reduced lunches) SO%; and Hispanic-60%. Data gathering was accomplished by reviewing school records, administering the Intellectual Achievement Responsibility scale, and two independent observers using the Beginning Teachers Evaluation Study classroom behavior rating scale. Data analysis consisted of Pearson Product-Moment and partial correlations and analyses of variance. Although 126 hypotheses were studied, only 5 of these hypotheses resulted in statistically significant results. Three of the five statistically significant findings suggest an inverse relationship between locus of control for negative events and rate of academically engaged learning time in self-directed instruction when students' ethnicity is controlled. Because of the limited number of statistically significant results, the study concluded there was little evidence to support the existance of a significant or meaningful relationship between locus of control and rate of academically engaged learning time. Recommendations for further study were limited to only the examination of the possible existence of this relationship within ethnic groupings.



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