An Investigation to Determine the Relationships Among Self-Concept, Locus of Control, and Reading Achievement

Abstract

The purpose of this study was to investigate the relationships among self-concept, locus of control, and reading achievement. One hundred thirty-eight fourth grade students from one school in a predominantly middle-class school district took part in the investigation. The Piers-Harris Children's Self Scale and the Nowicki Strickland Locus of Control Scale for Children were used to assess self-concept and locus of control. Both the Primary II battery and the Intermediate battery of The Metropolitan Achievement Tests were used to measure reading achievement. Data obtained from these measuring devices were computer analyzed to determine correlation coefficients among the variables. Significant relationships were found between self-concept and internal locus of control, between internal locus of control and reading achievement, and between self-concept and reading achievement. All relationships were statistically significant at the .01 level of confidence. Coefficients of determination were also computed. Based on the results of this investigation, classroom teachers should be cognizant of the effect (s) that self-concept and locus of control have on reading achievement. Further research could be conducted to determine causality between the independently related variables, to examine the relationships among the variables as a function of age, and to investigate the differences between males and females relative to the variable (s) being tested. Measuring devices other than the ones employed in this study might be used. It was concluded from this research that significant relationships exist among self-concept, locus of control, and reading achievement.