Locus of control and classroom behavior data were gathered from 223 randomly selected student.s in 75 senior high and junior high school classrooms. The major purpose of the study was to examine the relationship bet,ween LOC orientation regarding social outcomes and t,wo types of classroom behavior: considerat,e vs. hostile, and t,ask-oriented vs. dist,ract,ible. R.esults showed moderat,e positive correlation between int.ernality and both Considerate and Task-Oriented behavior. The strongest, relationship observed was t.hat between perceptions about the teacher's control over negative outcomes and the students' behavior. Differences in relat.ions were observed for males and females.
Concern over hostile, aggressive, and disruptive school behavior has increased dramatically in the last several years. Researchers, as well as teachers, have br- come interested in developing ways to prevent antisocial acts and to foster prosocial acts in the classroom. One area of theory which appears to hold promise as a potentially satisfactory basis for designing useful behavior management programs is Social Learning Theory as described by Rotter and his colleagues (Rotter, Chance, & Phares, 1972). Of the variables considered important in the Social Learning framework, locus of control may be particularly useful in helping to explain certain social behaviors. Locus of control (LOC) is an expectancy variable, which may be defined as the degree to which a person perceives that the reinforcements (or outcomes) in a situation are related to her/his personal efforts, ability, or characteristics. The internally-controlled individual believes that reinforcements are attributable to his/her ability or efforts. The externally-controlled individual believes that reinforcements are due to fate, chance, or some powerful external force. Research studies show that locus of control is associated with a wide variety of achievement variables (