Influence of Student Ability, Locus of Control, and Type of Instructional Control on Performance and Confidence

Publisher Website
Google Scholar
Abstract
This study examined the effects of student ability, locus of control, and type of instructional control on performance and the motivational outcome of confidence. Subjects were randomly assigned to one of two treatments: learner control over the instructional strategy of a computer-based lesson and program control over the instructional strategy of the lesson. Student ability and locus of control were considered as aptitude variables. Upon completion of the lesson, subjects completed a survey designed to measure their confidence and took a posttest to determine if they could identify the concepts presented in the lesson. Results indicated that student ability and locus of control significantly influenced both performance and confidence, whereas type of instructional control did not affect outcomes. Implications for future learner control research are discussed.