Does locus of control matter for achievement of high school students with disabilities? Evidence from Special Education Elementary Longitudinal Study

ABSTRACT

This study aimed to investigate the association of locus of control (LOC) with reading and mathematics achievement of high school students with disabilities using data from the Special Education Elementary Longitudinal Study (SEELS). Data used in analysis for the current study included achievement and self-concepts measures from students with learning disability (n = 352), students with speech impairment (n = 112) and students with emotional disturbance (n = 220). Through hierarchical linear regression the authors evaluated LOC and its influence on reading and math achievement. Two reading measures (i.e. oral reading fluency, passage comprehension) and two math measures (i.e. calculation, applied problems) were examined, as well as the impacts of demographic factors (i.e. age, gender, ethnicity and socioeconomic status). Results showed that (a) negative correlations between LOC scale scores and achievement were identified for all three subgroups; (b) the correlation coefficients between LOC and achievement scores were similar across three subgroups; (c) the extent to which LOC and/or demographic factors influenced on achievement varied according to reading and math task, as well as disability category. Based on these findings, the role of LOC in improving academic achievement of students with disabilities and the implications to practise and future research were discussed.

KEYWORDS:

• Locus of control
• reading achievement
• math achievement
• high school students
• high incidence disabilities

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Yujeong Park

Dr. Yujeong Park is an Assistant Professor at the University of Tennessee at Knoxville. Her current research interests include a focus on improving the literacy-related outcomes of students with learning disabilities and using student assessment data to promote effective instruction.

Jason Robert Gordon

Jason Robert Gordon, Ed.S., is an Educational Consultant with Tennessee Behavior Supports Project, and doctoral student, at the University of Tennessee, Knoxville. His research interests include growth curve modeling, and examining academic and behavioral interventions to improve outcomes for students with disabilities.

Jamie Anne Smith

Jamie Anne Smith, Ed.S., is a doctoral students at the University of Tennessee, Knoxville. Her research interests include teaching students with learning disabilities, and examining academic interventions to improve reading outcomes.

Tara Camille Moore

Dr. Tara C. Moore is an Assistant Professor of Special Education at the University of Tennessee. Her interests include classroom-based interventions to address students’ learning and behavior difficulties.

Byungkeon Kim

Dr. Byungkeon Kim is an assistant professor at the Soon Chun Hyang University, South Korea. His research interests focus on assistive technology, autism spectrum disorder, and early intervention.