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Locus of Control and Mathematics Instruction: Three Exploratory Studies

Douglas B. McLeod and Verna M. Adams
The Journal of Experimental Education
Vol. 49, No. 2 (Winter, 1980/1981), pp. 94-99
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/20151387
Page Count: 6
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Locus of Control and Mathematics Instruction: Three Exploratory Studies
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Abstract

The relationship between locus of control and three dimensions of discovery learning was investigated in a series of studies. Mathematics students were randomly assigned to treatments that differed in level of guidance, inductive or deductive sequencing, or use of small groups. A significant aptitude-treatment interaction occurred between locus of control and small-group instruction on the topic of networks. The other studies did not produce significant interactions, although varying the level of guidance did produce a trend in the predicted direction. Using inductive or deductive sequences of instruction did not appear to interact with locus of control.

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