Locus of Control, Teachers' Ratings and Task Performance of Physically Handicapped Children

Abstract

The usefulness of the construct of locus of control in increasing understanding of the adjustment and task performance of physically handicapped children is experimentally demonstrated. Thirty‐six physically handicapped children were assigned to internal and external groups on the basis of their scores on the Nowicki‐Strickland Locus of Control Scale. Comparison of data from teachers' ratings, arithmetic performance and accuracy and choice of distance on a ball‐throw task revealed that, despite comparable intellectual ability, internals significantly exceeded externals in teachers' ratings and arithmetic performance; differences on the ball‐throw task, however, were not significant. Results are discussed in terms of locus of control and intervention possibilities for physically handicapped children.