العلاقة بين مركز الضبط و متغيرات أخرى ذات علاقة لدى طلبة الدراسات العليا في كلية التربية في جامعة النجاح الوطنية

Abstract EN

Rotter’s locus of control scale was administered on a random sample of (51) male and female graduate students who are enrolled in MA program in education at An-Najah University, 2005.

The relationship between the “Locus of Control Scale” and several independent variables was investigated.

These independent variables were as follows: Students academic achievement at BA and MA level, students average on theoretical and practical exam in curriculum courses they have taken with the researcher, students specialization in MA.

In addition, the gender, social status, work responsibility, type of work, years of work experience, number of rewords, and their satisfaction with their work, study program, and life were also investigated.

Data were analyzed by using descriptive and analytic statistics.

The analysis have reveled the following results: 1- Students scored relatively low on Rotter’s scale ( E-I, x = 8.19) which indicated that they are more internally than externally oriented students.

2- There was no relationship between students locus of control and their academic achievement either on BA or MA level ( r = -.03 vs.

-.08) .

3- There was a significant negative relationship (p = .05) between students locus of control and their average on practical exams ( r = - .21), but not significant on the theoretical ones ( r = - .15).

4- Students who have a job during studying tend to be more internal on “Rotter” scale than students who haven’t such job ( E-I, x = 7.8 vs.

9.8).

5-High internally oriented students were significantly ( p = .008 ) more satisfied with their life than the medium or low internally students ( E-I, x = 6.96 vs.

9.25 vs.

11.0 ); whereas, there were no significant differences in satisfaction with respect to their work or study program.

6- F-test didn’t show any significant differences between locus of control and students’ gender, social status, type of work, years of experience, number of rewords, and specialization in MA.

These results are accompanied with discussions and recommendations for further studies