Ashton D. Trice

A Career Locus of Control Scale for Undergraduate Students

This paper describes the development and initial validation of a measure of locus of control as it relates to the career process among college students. The scale is shown to be related to the construct of locus of control, reliable, uninfluenced by the social-desirability response set, and a valid index of job-search behavior among college seniors and major selection and career service use among college juniors.

Locus of Control as a Predictor of Procrastination among Adults in Correspondence Courses

Although adult learners are generally assumed to be more self-motivated than traditionally aged college students, research has indicated considerable variability in motivational characteristics (Thompson & Knox, 1987) which can affect how well individuals cope with programs designed under the assumption of self-motivation. The present study examined two measures of locus of control, Rocters (1966) generalized I-E scale and Trices (1985) academic-specific measure as predictors of completion of course requirements within the contract period. The subjects were 44 adults in distance contract courses in freshman and sophomore level psychology courses all of whom returned both scales during the first month of the contract period. In this group the mean I-E score was 10.3 (SD = 3.29, Range 3-18), and the mean on Trices scale was 10.8 (SD = 3.83, Range 5-20). The two scales were significantly correlated 32. Twenty-eight students completed all course work within the designated period and 16 finished after the contract period. N o significant difference was observed on the I-E scale between timely completers ( M = 9.9, SD = 3.0) and late completers ( M = 10.5, SD = 3.3; t < 1.00). Late completers were more external on Trices Academic Locus of Control Scale (M = 12.0, SD = 3.1) than timely completers ( M = 10.1, SD = 2.6; t = 2.04, p < .05). These results indicate that Trices scale is predictive of this important self-control academic behavior among nontraditionally aged students.

Origins of Children's Career Aspirations: II. Direct Suggestions as a Method of Transmitting Occupational Preferences

Analysis of responses of 576 children in kindergarten and Grades 2, 4, and 6 in both public and private schools shows direct suggestions particularly from significant others are recalled increasingly frequently as children grow older. Children, however, are less likely to select suggested occupations with age. These data do not account for high aspirations of children to parental occupations.

LOCUS OF CONTROL AND CAREER ASPIRATIONS OF FOURTH GRADE STUDENTS

The career aspirations of 86 fourth grade students were compared with their scores on a locus of control measure. Of the 45 externally scoring students, 60% either had no career aspiration or a fantasy career aspiration. Of the 41 internally scoring students, 93% had realistic career aspirations. Strongly sex-stereotyped career aspirations were equally divided between the two groups.

Locus of Control and Aids Information-Seeking in College Women

124 women in a liberal arts college were offered course credit for attending an informational seminar on AIDS. Chance Health Locus of Control scores, Academic Locus of Control scores, and previous information about AIDS predicted attendance.

Informed Consent: IV. The effects of the Timing of Giving Consent on Experimental Performance

Abstract This study systematically replicated Gardners (1978) finding that the withdrawal-without-prejudice consent component negated the debilitative effects of uncontrollable noise on performance. A group that was recruited 10 weeks before the experiment and informed of the withdrawal option only at that time, however, showed typical response deficits. Although all groups were informed of the withdrawal option prior to the experiment, the signing of the consent form with the withdrawal option near the time of the experiment was seen to mask the effect. No differences were observed in continued performance among groups.

MARKETING CAREER COUNSELING SERVICES : I. THE ROLE OF PROMPTS

respectively, were 1 and 0 for the high-information-no-prompt condition (3%), 2 and 3 for the low-information-no-prompt condition ( 17%), 7 and 4 for the high-information-prompt condition (37%), and 6 and 6 for the low-information-prompt condition (40%). While there appeared to be a modest positive effecc for the flier over the letter (28% vs 20%; x2 = 1.13, p = n.s.), the use of the prompt increased attendance nearly fourfold over the noprompt condition ( 38% vs 10%; x2 = 13.14, p < .001). These results suggest that strategies can be employed to increase participation in on-campus services provided by support programs. The method of general announcement (e.g., letter vs flier) probably influences participation. A prompt (or information arriving close to the time of the program) may be more critical, however.

Informed Consent: IX. Effects of the Withdrawal Clause in Longitudinal Research

In two year-long studies, one of a sensitive nature (sexual activity) and one of a much less sensitive nature (mathematics anxiety), approximately 33% of subjects were lost when prompted to continue their participation, compared to 52% who were lost when they were reminded of their withdrawal option at each follow-up point. Evidence for potential biasing of samples is also presented.

Comparison of Women's and Coeducational College Classrooms: I. Course Assignments

This study examined the number of assignments in 502 course syllabi collected from 18 womens colleges and 18 matched coeducational colleges. The number of assignments was significantly higher at womens colleges, at colleges with lower selectivity for admissions, and in introductory classes. Significant differences among the four disciplines examined (psychology, mathematics, English, and art history) were found. Three of the factors (gender, discipline, and level) interacted. The most prominent difference was that, in introductory courses with quantitative and scientific content (psychology and mathematics), womens colleges required many more assignments than coeducational colleges. The effect of institutional selectivity was smaller than these three effects and appeared to be additive rather than interactive. The number of term-long assignments was not significantly different. Womens colleges, however, had more short-term assignments and tests than coeducational institutions. The results are related to the historic mission of inclusion of nontraditional students at womens colleges.