| Abstract: | Explored the relationship between locus of control and the issue of modeling and instructional effectiveness. From 132 male and female undergraduates, 24 were designated internals and 21 externals according to scores on Rotter's Internal-External Control Scale which accorded with H. L. Mirels's (1970) factor of personal internality. Ss were randomly assigned to 1 of the following conditions: (a) instructional (Ss instructed to be highly concrete in talking about their school, social, and family life experiences); (b) modeling (Ss exposed to a model who discussed each of the above topics in a highly concrete fashion); and (c) control (Ss received only general instructions to talk on the same 3 topics). All Ss then participated in a brief monologue which was scored for concreteness. Results indicate that modeling was an effective procedure. Also, as predicted, internal-modeling Ss were more concrete than the internal-instructions Ss. Findings are discussed in relation to instructional efficacy and response class. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
