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Łubianka B, Filipiak S, Mariańczyk K. Developmental Changes in the Locus of Control in Students Attending Integrated and Non-integrated Classes during Early Adolescence in Poland. Behav Sci (Basel). 2020;10(4)doi: 10.3390/bs10040074.
Łubianka, B., Filipiak, S., & Mariańczyk, K. (2020). Developmental Changes in the Locus of Control in Students Attending Integrated and Non-integrated Classes during Early Adolescence in Poland. Behavioral sciences (Basel, Switzerland), 10(4), . https://doi.org/10.3390/bs10040074
Łubianka, Beata, et al. "Developmental Changes in the Locus of Control in Students Attending Integrated and Non-integrated Classes during Early Adolescence in Poland." Behavioral sciences (Basel, Switzerland) vol. 10,4 (2020). doi: https://doi.org/10.3390/bs10040074
Łubianka B, Filipiak S, Mariańczyk K. Developmental Changes in the Locus of Control in Students Attending Integrated and Non-integrated Classes during Early Adolescence in Poland. Behav Sci (Basel). 2020 Apr 07;10(4). doi: 10.3390/bs10040074. PMID: 32272631; PMCID: PMC7226403.
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Behav Sci (Basel). 2020 Apr 07;10(4). doi: 10.3390/bs10040074.

Developmental Changes in the Locus of Control in Students Attending Integrated and Non-integrated Classes during Early Adolescence in Poland.

Behavioral sciences (Basel, Switzerland)

Beata Łubianka, Sara Filipiak, Katarzyna Mariańczyk

Affiliations

  1. Department of Psychology, Jan Kochanowski University in Kielce, 25-369 Kielce, Poland.
  2. Institute of Psychology, Maria Curie-Sk?odowska University, 20-400 Lublin, Poland.
  3. Institute of Psychology, The John Paul II Catholic University of Lublin, 20-950 Lublin, Poland.

PMID: 32272631 PMCID: PMC7226403 DOI: 10.3390/bs10040074

Abstract

This article reports the results of a longitudinal study on the development of context-specific locus of control related to situations of success and failure in Polish adolescents. The participants were 90 primary school students, including 30 who learned in integrated classrooms and 60 who went to non-integrated classes in schools with and without an inclusive curriculum, located in Lublin, Poland. The students were surveyed during a three-year schooling period (when they were in the sixth, seventh, and eighth grade). The research was carried out in the years 2016-2019. The Locus of Control Questionnaire (LOQ and LOQ-R) by Krasowicz-Kupis and Kurzyp-Wojnarska measured locus of control. These instruments measure generalized locus of control and allow the assessment of context-specific locus of control related to situations of success and failure, as well as school, parent, and peer settings. At the first stage of this study, students in non-integrated classrooms in schools without an inclusive curriculum were characterized by a more internal locus of control, both generalized and in situations of failure, compared to students of non-integrated classrooms in schools with an inclusive curriculum. At seventh grade, students of integrated classes were more external in situations related to their school activity, compared to their peers from non-integrated classrooms. Moreover, we observed developmental changes in locus of control of students from non-integrated classes but only those who attended schools with an integrated curriculum.

Keywords: developmental changes; early adolescence; integrated education; locus of control

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