locus of control ppts

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2.3.5 Locus of Control 2.3.5 Locus of Control Generalized Expectancies to Generalized Expectancies to perceive reinforcing events perceive reinforcing events One’s own behavior One’s own behavior Beyond control Beyond control

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Page 1: Locus of control ppts

2.3.5 Locus of Control2.3.5 Locus of ControlGeneralized Expectancies to Generalized Expectancies to perceive reinforcing eventsperceive reinforcing events

One’s own behaviorOne’s own behaviorBeyond controlBeyond control

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2.3.5.1 Internal Locus of 2.3.5.1 Internal Locus of ControlControl

A belief that reinforcement is brought A belief that reinforcement is brought about by one’s own behavior.about by one’s own behavior.

Schultz,2008).Schultz,2008).

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2.3.5.2 External Locus of control

A belief that reinforcement is under the control of other people, fate or Luck.

(Schultz 2008; Ryckman 2007).

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Scales to measure Locus of ControlScales to measure Locus of Control I-E Scale(1966).I-E Scale(1966). Interpersonal trust Interpersonal trust

Scale(1967).Scale(1967). Situation Specific Situation Specific

scales.scales. Rotter Incomplete Rotter Incomplete

Sentence Blank (1950).Sentence Blank (1950). Intellectual Ascription Intellectual Ascription

of responsibilty scale.of responsibilty scale.(1965).(1965).

Standford preschool I-E Standford preschool I-E IndexIndex..

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2.4 Related 2.4 Related research on I-Eresearch on I-E

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2.4.1 Origins of I E Orientation2.4.1 Origins of I E Orientation

• (Carton&Nowicki,1994) Parents of internally oriented children are internally oriented themselves.

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2.4.22.4.2 Age and Gender Age and Gender DifferencesDifferences

(Manger& Ekeland 2000)(Manger& Ekeland 2000) Girls are Girls are Internally orientedInternally oriented

(Heckhausen & Schultz 1995)(Heckhausen & Schultz 1995) College College students are more Internally students are more Internally oriented.oriented.

(DeBrabander&Boone 1990)(DeBrabander&Boone 1990) No No difference between men and difference between men and women,how ever differ on itemswomen,how ever differ on items

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2.4.32.4.3 Changes in I-E over the Life Changes in I-E over the Life SpanSpan

(Mirowsky 1995)(Mirowsky 1995) Uneducated elderly Uneducated elderly more Externally more Externally Oriented.Oriented.

Educated elderly Educated elderly maintain Internal maintain Internal Orientation by being Orientation by being flexibleflexible. . (Ryckman ,2007).(Ryckman ,2007).

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2.4.42.4.4 I-E and Attribution of Responsibility I-E and Attribution of Responsibility (Phares & Lamiell 1994)(Phares & Lamiell 1994) Internal Internal

experience more shame and guilt experience more shame and guilt when suffer defeat. Externals employ when suffer defeat. Externals employ defensive strategies.defensive strategies.

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2.4.52.4.5 I-E Academic Performance I-E Academic Performance

(Mooney,Sherman,lo presto 1991)(Mooney,Sherman,lo presto 1991) Internal task skills are associated Internal task skills are associated positively with personal Social and positively with personal Social and academic adjustments in college.academic adjustments in college.

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2.4.62.4.6 I-E and Career development I-E and Career development and Statusand Status

• (Luzzo&Ward 1995) Internal Students take more part time jobs congruent to their career aspirations.

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2.4.7 I-E and Romantic 2.4.7 I-E and Romantic RelationshipsRelationships

• Internals have fewer romantic Internals have fewer romantic attachments than externalsattachments than externals..

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2.4.8 I –E and physical Health 2.4.8 I –E and physical Health differencesdifferences

(Phares 1993;seeman & seeman (Phares 1993;seeman & seeman 1985)1985) internals ,--Wear Seat internals ,--Wear Seat belts,exercise and quit smoking.belts,exercise and quit smoking.

(Marshall 1991)(Marshall 1991) Four aspects of Four aspects of Locus of control as it relates to Locus of control as it relates to Physical health.Physical health.

(Ryckman,robbins,Thonton 1982)(Ryckman,robbins,Thonton 1982) Internallly oriented people are Internallly oriented people are Physically healthier.Physically healthier.

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ContiConti

(Lau 1982)(Lau 1982) Parents of Internals Parents of Internals encourage them to feel them encourage them to feel them responsible for their health.responsible for their health.

(Quadrel&Lau 1989)(Quadrel&Lau 1989) Internally Internally oriented college students knew more oriented college students knew more about health than externals.about health than externals.

((LisaClements,reginaldYork,&Glenn LisaClements,reginaldYork,&Glenn rohrer 1995)rohrer 1995) Four group study on Four group study on DRIE.DRIE.

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ContiConti

(H.A.Ludtke&H.G.Sch(H.A.Ludtke&H.G.Schneider 1996)neider 1996) Corelation of Habit Corelation of Habit specific locus of specific locus of control Scales with control Scales with I_E Scale.I_E Scale.

InternalsInternals---High in ---High in coping and coping and adjustments.adjustments.

ExternalsExternals---More Habit ---More Habit Disorders.Disorders.

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ContiConti

(Paul Norman,Smith,Murphy 1998)(Paul Norman,Smith,Murphy 1998) Scores on multidimensional health Scores on multidimensional health locus of control scale is significantly locus of control scale is significantly related to various health behaviors.related to various health behaviors.

People with internal Locus of control People with internal Locus of control ---Higher levels of health.---Higher levels of health.

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2.4.92.4.9 I-E and Psychological I-E and Psychological HealthHealth

((Cooper,Okamura,&McNeil 1995)Cooper,Okamura,&McNeil 1995) Internals are psychologically healthier Internals are psychologically healthier than externals.than externals.

(De Moya 1997)(De Moya 1997) Drug addicts Drug addicts Depressives Schizophrenics,neurotics Depressives Schizophrenics,neurotics ---Externally oriented.---Externally oriented.

(Barnet 1990)(Barnet 1990) Internals cope better Internals cope better with stress related to divorce or with stress related to divorce or bereavement.bereavement.

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2.4.10 Racial and Socioeconomic 2.4.10 Racial and Socioeconomic differencesdifferences

(Battle & Rotter 1963)(Battle & Rotter 1963) Lower Lower socioecnomic classes and minority socioecnomic classes and minority groups are externally oriented.groups are externally oriented.

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2.4.112.4.11 I-E and Social Skills I-E and Social Skills

(Lefcourt 1982)(Lefcourt 1982) Video tape studyVideo tape study

Internals nod more ,held up Internals nod more ,held up conversation of their side, fill gaps in conversation of their side, fill gaps in conversation as compared to conversation as compared to externals.externals.

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2.4.12 Behavioral differences2.4.12 Behavioral differences Internals day dream more.Internals day dream more.

(findley & Cooper 1983(findley & Cooper 1983) Higher in ) Higher in Internal Locus of Control, Higher Internal Locus of Control, Higher grades in schools and standardized grades in schools and standardized tests.tests.

((Tiggemann &Rothblum 1997Tiggemann &Rothblum 1997) weight ) weight Locus of Control and stereotype Locus of Control and stereotype behavior.behavior.

(Schultz,2008:Ryckman,2007:Feist,2002).(Schultz,2008:Ryckman,2007:Feist,2002).

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2.5 Locus of Control & bandura’s 2.5 Locus of Control & bandura’s Concept of self efficacyConcept of self efficacy

(Judge,Erez,Bono&Thoresen 2002)(Judge,Erez,Bono&Thoresen 2002) Reported a strong relationship Reported a strong relationship between Rotter’s Concept of Locus of between Rotter’s Concept of Locus of Control and Bandura’s Concept of Control and Bandura’s Concept of Self efficacy. Self efficacy. (Schultz 2008).(Schultz 2008).

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Idea of bilocal Idea of bilocal Ideally healthy individuals Ideally healthy individuals

are neither Controllers are neither Controllers (extreme internals) nor (extreme internals) nor Controllees (extreme Controllees (extreme externals) Bilocals accept externals) Bilocals accept external constraints as a external constraints as a fact of life and assume the fact of life and assume the responsibility of working responsibility of working productively within these productively within these constraints. They attempt constraints. They attempt to alter what can be to alter what can be changed and accept what changed and accept what cannot be changed . cannot be changed . (wong&Sproule,1984(wong&Sproule,1984).).

(Ryckman, 2007).(Ryckman, 2007).

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2.7 Implication for therapy2.7 Implication for therapy

Low freedom of Low freedom of MovementMovement

High Need Value.High Need Value. Maladjustment is Maladjustment is

due to difficulties due to difficulties at any point in at any point in ‘‘predictive predictive FormulaFormula”.”.

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conticonti

2.7.1 Changing Goals2.7.1 Changing Goals 2.7.2 Eliminating Low expectancies2.7.2 Eliminating Low expectancies 2.7.3 Alternative Courses of Action2.7.3 Alternative Courses of Action

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2.8 Critical Evaluation2.8 Critical Evaluation2.8.1 Comprehensiveness2.8.1 Comprehensiveness

2.8.2 Precision and testability2.8.2 Precision and testability2.8.3 Parsimony2.8.4 EmpiricalValidity2.8.5 Heuristic

Value 2.8.6 Applied Value

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3 Walter Mischel’s Cognitive Social Learning Theory

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ContentContent

3 Biographical sketch3 Biographical sketch

3.1 Walter Mischel’s Social Cognitive Theory of Personality 3.1 Walter Mischel’s Social Cognitive Theory of Personality Structures.Structures.

3.2 The Nature of Personality Structure.3.2 The Nature of Personality Structure.

3.3 Basic Assumptions of Theory3.3 Basic Assumptions of Theory 3.3.1 Trait Situation Interaction and Situational Variables3.3.1 Trait Situation Interaction and Situational Variables

3.4 Cognitive Affective Personality System (CAPS)3.4 Cognitive Affective Personality System (CAPS) 3.4.1 3.4.1 Cognitive Affective UnitsCognitive Affective Units 3.4.2 3.4.2 Demonstration with related ResearchDemonstration with related Research

3.5 Theory’s Implication to Therapy3.5 Theory’s Implication to Therapy

3.7 6 Critical Evaluation3.7 6 Critical Evaluation

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3 Biographical sketch

Walter Mischel born on 22 feb 1930.

Studied under George Kelly & julian Rotter.

(1965)Participated in peace corps assessment project—Global Traits measure poor assessment.

Personality & assessment 1965. (Pervin ,2008).

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View about PersonView about Person

A person is being who can use A person is being who can use language to reason in Past Present language to reason in Past Present and future tense about themselves and future tense about themselves and the Worldand the World..

(Harre&Secord 1972).(Harre&Secord 1972).

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3.13.1 Walter Mischel’s Social Cognitive Walter Mischel’s Social Cognitive Theory of personality StructureTheory of personality Structure

3.1.1 Competencies and skills3.1.1 Competencies and skills 3.1.2 Beliefs and Expectancies3.1.2 Beliefs and Expectancies 3.1.3 Behavioral or Evaluative 3.1.3 Behavioral or Evaluative

StandardsStandards. . Moral Verses Immoral Sanction against killingMoral Verses Immoral Sanction against killing

(Osofsky,Bandura,Zimbardo 2005)(Osofsky,Bandura,Zimbardo 2005)

3.3.1.4 Personal Goals1.4 Personal Goals

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3.2 3.2 Nature of these Personality Nature of these Personality StructuresStructures

Personality can not be reduced in to Personality can not be reduced in to simple scores.simple scores.

Opposed to fixed stages of Opposed to fixed stages of development.development.

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3.33.3 Contribution in personality Contribution in personality PsychologyPsychology

4.1 Trait Situation 4.1 Trait Situation InteractionInteraction

Idea about Introvert Idea about Introvert & Extrovert.& Extrovert.

Situational VariablesSituational Variables (Mischel & Ervin (Mischel & Ervin

Staub 1965)—Staub 1965)—Both Both Situation and Situation and person’s expectancy person’s expectancy for success are for success are important.important.

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3.4 3.4 CAPS ModelCAPS Model CC CognitiveCognitive Encoding strategies , Competencies and Self Encoding strategies , Competencies and Self

regulatory Strategies , Expectancies and Beliefs, regulatory Strategies , Expectancies and Beliefs, Goals an Values .Goals an Values .

A A AffectiveAffective Affective ResponsesAffective Responses includes feelings and emotions includes feelings and emotions

as well as the affects that accompany physiological as well as the affects that accompany physiological reactions reactions

P PersonalityP Personality S systemS system e.g Brain ,or computere.g Brain ,or computer.. All these Cognitive Affective representations All these Cognitive Affective representations

interact dynamically and influence each other interact dynamically and influence each other reciprocallyreciprocally

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Behavioral SignaturesBehavioral Signatures

A when XA when X B when YB when Y Study by Study by

(Kammrath,Mendoza,&Mischel,2005(Kammrath,Mendoza,&Mischel,2005) ) Lay persons anticipate IF-THEN Lay persons anticipate IF-THEN variability in different situations.variability in different situations.

(Mischel 1994)(Mischel 1994) Summer camp study. Summer camp study.

(Pervin,2008).(Pervin,2008).

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3.4.23.4.2 Research Research

The Marsh Mallow ExperimentsThe Marsh Mallow Experiments (Bandura&Mischel,1965)(Bandura&Mischel,1965)

High -Modeled LowHigh -Modeled Low Low -Modeled HighLow -Modeled High Verbal Symbolic ModelVerbal Symbolic Model No model-No model- Re administerd after 5 weeks.Re administerd after 5 weeks.

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An Analysis of Reaction to the An Analysis of Reaction to the O.J Simpson VerdictO.J Simpson Verdict

A system that considers a set of A system that considers a set of cognitive affective units is a better cognitive affective units is a better predictor of people’s reactions to predictor of people’s reactions to racially sensitive issues than ethnic racially sensitive issues than ethnic back ground.back ground.

(Feist&Feist 2002:Pervin 2008).(Feist&Feist 2002:Pervin 2008).

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3.5 Theory’s implication to therapy

Delay of Gratification Some times we need to stop doing some thing ,( by our will power) Smoking, Overeating, driving Car. Cognitive Strategies Hot Verses Cool Encoding If Distract attention---(Can delay reward), COOL Encoding Giving in to Impulsive reactions----HOT Encoding Self Regulatory dynamics---Creates Balance between hot

emotional Go system and Cool Cognitive Know system

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Understanding of Processing Understanding of Processing DynamicsDynamics

Alternative EncodingsAlternative Encodings ---Self directed ---Self directed change. change.

Adopt Psychologically distant Adopt Psychologically distant Perspective to cognitively re Perspective to cognitively re represent their experience.represent their experience.

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3.63.6 Critical Evaluation Critical Evaluation

3.6.13.6.1 Comprehensiveness Comprehensiveness 3.6.2 3.6.2 Precision and testability Precision and testability 3.6.33.6.3 Parsimony Parsimony 3.6.43.6.4 Empirical Validity Empirical Validity 3.6.5 3.6.5 Heuristic Value Heuristic Value 3.6.63.6.6 Applied Value Applied Value

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