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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.
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.
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.
The core self-evaluations (CSE) trait is a stable personality trait composed of locus of control, neuroticism, self-efficacy, and self-esteem. [27] While those with high core self-evaluations are likely to believe that they control their own environment (i.e., internal locus of control), [28] very high levels of CSE may lead to the illusion of ...
Cloninger compared this to Rotter’s concept of locus of control. People with an internal locus of control tend to take responsibility for their actions and are resourceful in solving problems. People with an external locus of control tend to be apathetic and to blame others or bad luck for their problems.
Perceived control is often associated with the term locus of control. [2] Perceived control can be affected by two processes: primary and secondary control. Primary control consists of attempting to change the environment to align with one's own wishes, whereas secondary perceived refers to the act of attempting to gain control by changing one ...
Obtaining – Primary-Positive Control; Obtaining is defined as “the perceived ability to obtain positive outcomes”. It is dependent on (1) the degree of personal control over good things, (2) the personal responsibility for good things, (3) the frequency with which good things occur, and (4) the likelihood of good things occurring.
While the literature on self-regulated learning covers a broad variety of theoretical perspectives and concepts such as control theory, self-efficacy, action regulation, and resource allocation, goal-setting is a crucial component of virtually all of these approaches as the initiator of self-regulation mechanisms such as planning, monitoring ...