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首页> 美国卫生研究院文献>Behavioral Sciences >Developmental Changes in the Locus of Control in Students Attending Integrated and Non-integrated Classes during Early Adolescence in Poland
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Developmental Changes in the Locus of Control in Students Attending Integrated and Non-integrated Classes during Early Adolescence in Poland

机译：波兰青春期早期参加综合和非综合课的学生控制源的发展变化

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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.
机译：本文报告了有关波兰青少年成功与失败情况下特定情境控制源发展的纵向研究结果。参与者是90名小学生，其中30名在综合教室学习，60名在波兰卢布林有或没有全纳课程的学校上非综合课。在三年的学习期间（分别是六年级，七年级和八年级）对学生进行了调查。该研究于2016-2019年进行。 Krasowicz-Kupis和Kurzyp-Wojnarska的控制源调查表（LOQ和LOQ-R）测量了控制源。这些工具可以测量广义的控制源，并可以评估与成功和失败情况以及学校，父母和同伴环境有关的特定于上下文的控制源。在本研究的第一阶段，与具有综合课程的学校中非综合性教室的学生相比，没有综合课程的学校中非综合性教室的学生具有更广泛的内部控制源，无论是在一般情况下还是在失败情况下。包容性课程。与非综合教室的同龄人相比，七年级的综合课学生在与学校活动有关的情况下更具外部性。此外，我们观察到非综合班级学生的控制源发生了发展变化，但只有那些参加过综合课程学校的学生才得以控制。

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