TITLE PAGE
RELATIONSHIP BETWEEN SELF-ESTEEM AND LOCUS
OF CONTROL AMONG WELL FUNCTIONING
ADOLESCENTS.
BY
IBEME NANCY C.
PSY/2006/021
A PROJECT SUBMITTED TO THE DEPARTMENT OF
PSYCHOLOGY FACULTY OF MANAGEMENT AND
SOCIAL SCIENCE CARITAS UNIVERSITY, AMORJI NIKE
ENUGU.
IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR
THE AWARD OF BACHELOR OF SCIENCE DEGREE IN
PSYCHOLOGY.
AUGUST, 2010.
i
CERTIFICATION
This is to certify that this work was carried out by Ibeme Nancy .C. of
the department of psychology, faculty of Management & social
sciences, Caritas University, Amorji Nike, Enugu.
……………………………..
NWANKWO B.E
SUPERVISOR
……………………………….
DATE
………………………………
NWANKWO B.E
HEAD OF DEPARTMENT
………………………………
……………………………..
EXTERNAL EXAMINER
………………………………..
DATE
DATE
ii
DEDICATION
To the Holy Trinity.
iii
ACKNOWLEDGEMENT
I acknowledge my father founder; Most rev prof. Emmanuel Edeh, who gave me
a chance to become a student of Caritas University, and who also, encourage all
his students to always be the best in all they are doing. My sincere gratitude goes
to my Head of department, who is also my supervisor, Mr. Barnabas Nwankwo
for all his humble support, toiling day and, night, explaining and correcting my
work. Also, I say a big thank you to my lecturers, Prof. Regina Eya, Associate
Prof. O.Omeje, Mr Ejike Okonkwo, Uncle J.U Aboh and Mr. Tobias Obi, for all
their assistance.
In all these, I cannot fail to show appreciation to my dearest aunt, Rev. Sir
Amaka Olisa, who denied herself of many things in other to make my dream a
reality. Also to my sisters, Ifeoma, Nkiru and Lawrencia for their wonderful
support. I cannot forget in a haste the person that went extra mile to help me to
the completion of this work by giving me unimaginable challenges and support;
Rev. Sr. Henrietta Okonkwo.
My sincere gratitude goes to my dearest friend, mentor, and role model, Tony
David Ekwemozor, who was there for me day and night, and to all my friends;
Olisa, Ebuka, Sandra, ij, well wishers and my room girls who encouraged and
helped me in one way or the other. I say a big thanks you to all of you.
Finally, my sincere gratitude goes to my source of inspiration; the holy
trinity and my dearest patron saint Anthony of Padua. I love you all.
Ibeme Nancy Chinenye.
iv
TABLE OF CONTENTS
Title Page -
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Certification
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Dedication
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Acknowledgement
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Table of Contents
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List of Tables
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Abstract
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CHAPTER ONE: INTRODUCTION
Background of the Study
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Purpose of the Study -
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Statement of the Problems
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Operational Definition of Terms -
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CHAPTER TWO: LITERATURE REVIEW
Theoretical Review
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Empirical Review
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Summary of the Review
Hypothesis -
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CHAPTER THREE: METHODOLOGY
Participants
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Instruments
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Procedure -
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Design and Statistics -
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CHAPTER FOUR:
Results
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Summary of the Finding
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Implication of the study -
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Limitations of the Study
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Suggestion for further studies -
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Summary and Conclusion
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CHAPTER FIVE
Discussion
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References
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APPENDIX I
Research Instruments:
Personal Functioning Inventory
Locus of Control scale
Self –esteem scale
APPENDIX II
Table of Pearson Product moment correlation on the relationship
between locus of control and self-esteem among well functioning
adolescents.
APPENDIX III
Calculation
of
Pearson
Product
moment
correlation
on
the
relationship between Self-esteem and locus of control among
adolescents.
vi
LIST OF TABLE
TABLE I: -Summary table of Pearson product moment correlation
coefficient on the relationship between high self esteem
and internal locus of control among well functioning older
adolescents.
vii
ABSTRACT
This study investigated the relationship between self-esteem and
locus of control among well-functioning Adolescents. A total of 100
Adolescents (55 males and 45 females) selected from senior
secondary school were used. The participants were within the age
range of 15-19 years with a mean age of 17 years. Three set of
instrument comprising self-esteem test (Adenyo & Oyefoso 1985)
Locus of control test (Criag, Franklin & Andrew 1984) and Kohn,
Brien-wood, pukening & Decicco (2003) were used. Correlational
research design was adopted while Pearson product moment statistic
was used for data analysis. Finding showed that a significant positive
relationship exist between high self-esteem and internal locus of
control [r(98) = 0.87, P<.01]. Finding was discussed in relation to the
literature reviewed and recommendations were also made.
viii
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Adolescents experience many problems, including teen
pregnancy, alcohol and drug use/abuse and violence, school
failure and eating disorder (Callalian, & Stein 2003). The extent
and seriousness of these problems may cause social scientists,
policy makers and parents to overlook youth who are well
functioning: teens that excel in school, have positive family and
peer relationships, and have minimal participation in behaviors
such as stated above. (Demon, 2004; Moore et al., 2004).
Adolescent has been described as a phase of life
beginning in biology and ending in society (Peterson, 1988).
Indeed, adolescent may be defined as the period within the life
span when most of a person’s biological, cognitive, psychological
and social characteristics are changing from what is typically
considered child-like to what is considered adult-like (Learner
and Spainer, 1980). For adolescents’, this period is a dramatic
ix
challenge, one requiring adjustment to changes in the self, in the
family, and in the peer group. In contemporary society,
adolescent experience institutional changes as well. Among
young adolescents, there is a change in school setting, typically
involving a transition from elementary school to either junior high
school or middle school; and in late adolescence there is a
transition from high school to the worlds of work, University or
childrearing.
Adolescent is a time of excitement and of anxiety, of
happiness and of troubles, of discovery and of bewilderment,
and of breaks with the past and yet of links with the future.
Adolescence can be a confusing time – for the adolescent
experiencing this phase of life; for the parents who are nurturing
the adolescent during his or her progression through this period;
for adults charged with enhancing the development of youth
during this period of life, and with disturbing, historically
unprecedented frequency – for adolescents who themselves find
themselves in the role of parents. When we searched the
literature it became clear that the vast majority of adolescent
x
research reported on the causes and correlates of problem
behaviors (Shagle and Barber, 1995; Small and Luster, 1994;
Pick and Palos, 1995).
Most research on adolescent focuses on specific problem
behaviors, whereas few studies examine the avoidance of
multiple forms of risk taking or the determinants of positive
development
(Moore
development
approach
and
Glei,
helps
in
1995).
Positive
enhancing
youth
adolescent
development, and for helping youth reach their full potential. This
approach recognizes that all adolescents have strengths and
that children and youth will develop in positive ways when these
strengths are aligned with resources for healthy development in
the various settings in which adolescent, live and interact.
Research
indicates
that
the
more
exposure
that
adolescents have to positive resources and experiences and
where synergy between multiple settings can be established –
the more likely it is that they will develop, positively. Therefore,
physical and institutional resources present in the social
environment (for example, family support) are just as essential
xi
for promoting positive youth development as are individual
assets (such as skills, talents, self-esteem and resiliency).
These
resources provide
adolescents
with
routines
and
structure, as well as opportunities for learning, recreation, and
engagement with individuals and their communities.
Developmental scientists have suggested that positive
youth development encompasses psychological, behavioral and
social characteristics that reflect competence confidence,
connection, character and caring compassion. A child or
adolescent who develops each of these five features is
considered to be thriving. Moreover, developmental scientists
believe that these thriving youth develop a sixth one, which is
contribution to self, family, community, and civil society. These
contributions or competence can be viewed in specific areas,
including social, academic, cognitive, health and vocational.
Social competence refers to interpersonal skills (such as conflict
resolution).
Cognitive competence refers to cognitive abilities
(e.g. decision making). Academic competence refers to school
performance as shown, in part by school grades, attendance,
xii
and test scores. Health competence involves using nutrition,
exercise, and rest to keep oneself fit. Vocational competence
involves work habits and explorations of career choices. Moreso,
these adolescents’ exhibit an internal sense of overall positive
self worth and self-efficacy. They have positive bonds with
people and institutions that are reflected in exchanges between
the individual and his or her peers, family, school, relationship.
Well functioning adolescents’ exhibit respect for societal and
cultural norms, possession of standards for correct behaviors, a
sense of right and wrong (morality) and integrity. They also have
a sense of sympathy and empathy for others.
Who we are is largely defined by the experiences we have
had and how we understand those experiences (McLean, 2007).
There is growing evidence in the psychological literature that the
narratives of one’s own personal experience are critical for
identity and well-being. Individuals who are able to create more
coherent and emotionally expressive narratives about stressful
events subsequently show lower levels of depression, and
anxiety (Fraittaroh 2000); adolescents who tell life narratives that
xiii
are more redemptive, focusing on how good things emerged
from bad, show higher levels of emotional well-being and higher
levels of generativist, connecting in positive ways to the next
generation (Mc Adams 2001).
Importantly, families that share stories, about parents and
grandparents, about triumphs and failures, provide powerful
models for children. Children understand whom they are in the
world not only through their individual experiences but also
through the filters of family stories that provide a sense of identity
through historical time (Fivush 1999). Although this idea
resonates in the social science literature, there is surprisingly
little empirical research examining how knowledge of family
stories is related to child outcome.
Several studies show that self-esteem influences academic
performance (Clifford, 1964). Research has shown that selfesteem is a better predictor of academic success than measured
intelligence (Clifford, 1964). Research aside; common sense
dictates that our thoughts influence our feelings and behaviors.
Our behavior consequently influences our performance. Life is
xiv
essentially a self-fulfilling prophecy. Common sense also dictates
that a student who has self-doubt and lacks self-acceptance is
unlikely to attain academic excellence.
How can a student establish challenging goals if he or she
lacks a sense of self-competence or self-efficacy? How can a
student concentrate fully on studies if he or she lacks selfapproval? Indeed, research does show that underachievers are
generally less confident and less ambitious (Goldberg, 1960),
less self accepting (Shaw and Alves, 1963), and lack sense of
personal worth (Durr and Schmatz, 1964).
Research also shows that feeling worthless can be depressing
(Battle, 1990) and depression generally inhibits performance. As
stated by Mark R. Leary and Deborah L. Downs (1999 p.112) “People
who feel worthy, able and competent are more likely to achieve their
goals than those who feel worthless, impotent and incompetent’’.
Research also shows that academic achievement influences the level
of self-esteem. Successful academic performance enhances selfesteem (Moore, 1996). Similarly, poor academic performance tends to
erode students’ level of self-esteem (Gibby and Gibby 1967).
xv
Furthermore, Locus of control, which is a personality
construct, refers to an individual’s perception of the locus of
events as determined internally by his or her own behaviour vs.
fate, Luck or external circumstances. It is a belief about whether
the outcomes of our actions are contingent on what we do
(internal control orientation) or on events outside our personal
control (external control orientation) (Zimbardo, 1985). In general, it
seems to be psychologically healthy to perceive that one has control
over those things, which one is capable of influencing.
PURPOSE OF STUDY
The purpose of this study is to determine whether there will be
a significant positive relationship between high self-esteem and
internal locus of control among well functioning adolescents.
STATEMENT OF PROBLEM
The problem of inferiority complex among adolescents is becoming
alarming. Often times, we see adolescents doing things against their
wish because most of their friends or peers supported that. This
attitude makes them to blame society for their failure (external locus
of control). Because the action was not their desire, there is every
xvi
tendency that they will bear the blame. This pattern of life affects their
development.
Due to this worry, the present study deem it necessary to know
whether most of the adolescents who lack confidence in themselves
will attribute their failures to society or themselves.
Therefore, the present study will give answer to this question;
Will there be a significant positive relationship between high selfesteem and internal locus of control?
OPERATIONAL DEFINITION OF TERMS.
SELF-ESTEEM: This is the overall score of an adolescent on the
self-esteem scale. Scores above the mean score of 59.42 is high selfesteem, whereas scores below the mean score of 59.42 is low selfesteem.
LOCUS OF CONTROL: This is the overall score of an older
adolescent on the locus of control scale. Scores above the mean
score of 57.33 is external locus of control, whereas scores below the
mean score of 57.33 is internal locus of control.
WELL FUNTIONING: This is the overall score of an older adolescent
on the personal functioning scale. Scores above the mean score of
xvii
100.13 indicates adequate adaptive coping style, whereas scores
below the mean score of 100.13 indicates unadaptive coping style.
OLDER ADOLESCENTS: These are participants who are between
the biological ages of 15-18.
xviii
CHAPTER TWO
LITERATURE REVIEW
Adolescents
are
faced
with
challenges
and
opportunities hitherto unimaginable by their parents and
grand parents. Adolescents experience demands for coping
skills and adaptations to an unprecedented rate of social
change and are best by multiple pressures, temptations, and
perceived barriers to which they are compelled to respond
and simultaneously to maintain a sense of self with intact
boundaries and an emerging sense of presence and focus in
the adult environment.
THEORETICAL REVIEW
SELF DETERMINATION THEORY (SDT)
Adolescents are centrally concerned with motivation – how
to move themselves or others to act. Everywhere, parents,
teachers, coaches and managers struggle with how to motivate
xix
those that they mentor and individuals struggle to find energy,
mobilize effort and persist at the tasks of life and work.
Adolescents are often moved by external factors such as
reward systems, grades evaluations or the opinions they fear
others might have of them. Nevertheless, adolescents frequently
are motivated from within by interests, curiosity, care or abiding
values. These intrinsic motivations are not necessarily externally
rewarded or supported but nonetheless they can sustain
passions, creativity and sustained efforts, which are well
functioning attitudes. The interplay between the extrinsic forces
acting on persons and the intrinsic motives and needs inherent in
human nature is the territory of self-Determination Theory. (Ryan
and Deci 2000).
The theory assumes that people are active organisms, with
evolved
tendencies
toward
growing
mastering
ambient
challenges, and integrating new experiences into a coherent
sense of self. These natural developmental tendencies do not
however, operate automatically, but instead require ongoing
social nutrients and supports. That is the social context can
xx
either support or thwart the natural tendencies toward active
engagement and psychological growth or it can catalyze lack of
integration,
defense
and
fulfillment
of
need
substitutes.
Therefore, it is the dialectic between the active organism and the
social contest that is the bass for social determination. Theory’s
predictions about behaviour, experience and development.
Within the self-determination theory, the nutriments for
healthy development and functioning are specified using the
concept of basic psychological needs for autonomy, competence
and relatedness. The extent to which these needs are steadily
satisfied, the individuals will develop and function effectively and
experience wellness, but the extent to which these are thwarted,
people will experience ill being and non-optimal functioning.
(Deci and Ryan 1985).
According to the SDT, the type of environment an
adolescent grows in such as controlling autonomy and
supportive
performance
impact
and
functioning
and
wellness
as
well
as
persistence.
In
addition,
supports
for
relatedness and competence are seen as interactive with
xxi
volitional supports in fostering engagement and value within
specific settings, and within domains of activity. (Deci and Ryan,
2000).
SELF-EFFICACY THEORY
Perceived self-efficacy is defined as people’s beliefs about
their capabilities to produce designated levels of performance
that exercise influence over events that affect their lives. Selfefficacy beliefs determine low people feel, think, motivate
themselves and behave. Such beliefs produce these diverse
effects through four major processes. They include cognitive,
motivational, affective and selection processes (Schwarzer
1992).
According to this theory, a strong sense of efficacy
enhances human accomplishment and personal well being in
many
ways.
Adolescents
with
high
assurance
in
their
capabilities, approach difficult tasks as challenges to be
mastered rather than as threats to be avoided.
efficacious
outlook
fosters
intrinsic
xxii
interest
Such an
and
deep
engrossment in activities. They set themselves goals and
maintain strong commitment to them. Such activities include their
academics,
leadership
and
group
endeavors
like sports
(Bandura 1986).
They heighten and sustain their efforts in the face of failure.
They quickly recover their sense of efficacy after failures or
setbacks. They attribute failure to insufficient effort or deficient
knowledge and skills, which are acquirable. Such an efficacious
outlook produces personal accomplishments, reduces stress and
lowers vulnerability to depression.
In contrast, people who doubt their capabilities shy away
from difficult tasks, which they view as personal threats.
They have low aspirations and weak commitment to the
goals they choose to pursue. When faced with difficult tasks,
they dwell on their personal deficiencies, on the obstacles they
will encounter and all kinds of adverse outcomes rather than
concentrate on how to perform successfully. They slacken their
sense of efficacy following failure or setback. Since they view in
sufficient performance as deficient aptitude it does not require
xxiii
much failure for them to loose faith in their capabilities. They fall
easy victim to stress and depression.
Moreso, this theory asserts that the family plays a major
role in determining how well functioning an adolescent will be in
life. This is due to the fact that the family helps adolescents to
develop, appraise and test their physical capabilities, their social
competencies, their linguistic skills, and their cognitive skills for
comprehending and managing the many situations they
encounter daily. People’s beliefs about their efficacy can be
developed by four main sources of influence. These include:
mastery experiences, social models, social persuasion and
reduction of people’s stress reactions which involves the
alteration of their negative emotional proclivities and the
interpretation of their physical states. (Bandura, 1991 a).
SELF ESTEEM THEORY
This theory asserts that everyone has an intrinsic ‘value’
that they feel they are worth and as human beings we constantly
strive to improve or increase that value.
xxiv
It is related to the ego and those with “low self esteem” are
said to be suffering from an inferiority complex”. In practical
terms, people with better self-esteem generally feel worthy of a
good life and all that entails while those with low self –esteem
feel they are of less value.
Low self-esteem or possessing an inferiority complex is
often attributed to self-defeating behaviors. The reason being
that accomplishing the task that someone intends or attempts
will give the person a feeling of better self-esteem, which will
conflict with the low self-esteem the person feels about himself
subconsciously. He therefore sabotages his success to keep
himself where he is comfortable in this case his self esteem.
One simple yet interesting way to determine if one has
good or poor self-esteem is to observe how one reacts when
faced with someone in a troubling or ignorant situation. A person
with poor self-esteem will feel the urge to put down or
condescend to the person. In extreme cases of very low selfesteem, the person might even try and push the person down
further by ridiculing or preying on them and victimizing them.
xxv
This is in contrast to how a person with good self-esteem
would act. A person with high self-esteem when faced with a
person showing ignorance or confusion or trouble will try and
help the person. An individual with high self –esteem might even
take the person under his wing for a short time to educate or
enlighten
them
to
the
mistakes
they
are
making.
(http://www.articlebase.com/health-articles/what-is-selfesteemtheory-853611.html).
ATTRIBUTION THEORY
This theory is concerned with how individuals interpret
events and how this related to their thinking and behaviour.
Heider (1958), was the first to propose a psychological theory of
attribution but Weiner and Colleagues (e.g. Jones et al, 1972;
Weiner, 1974, 1986) developed a theoretical framework that has
a major research paradigm of social psychology.
Weiner focused his attribution theory on achievement
(Weiner, 1974). He identified ability, effort task difficulty, and luck
as
the
most
important
factors
xxvi
affecting
attributions
for
achievement.
Attributions are classified along three causal
dimensions: Locus of control, stability and controllability. This
theory is closely, associated with the concept of motivation.
There is a strong relationship between self-concept and
achievement.
Weiner stated that, “Causal attributions determine affective
reactions to success and failure. For example, one is not likely to
experience pride in success or feelings of competence, when
receiving an ‘A’ from a teacher who gives only that grade, or
when defeating a tennis player who always loses…. On the other
hand, an ‘A’ from a teacher who gives few high grades or a
victory over a highly rated tennis player following a great deal of
practice generated grate positive effect” (Weiner 1980. Pg 362).
Adolescents with higher ratings of self-esteem and with
higher school achievement tend to attribute success to internal
stable, uncontrollable factors such as ability while low esteem
adolescents will contribute their failure to either external,
unstable,
controllable
factors
such
effort
or
external,
uncontrollable factors such as task difficulty. Attribution theory
xxvii
explain the difference in motivation between well functioning and
non-functioning adolescents.
According to this theory, well functioning adolescents will
approach rather than avoid tasks relating to succeeding because
they believe success is due to high ability and effort, which they
are confident of. Thus, failure doesn’t affect their self esteem but
success builds pride and confidence., On the other hand low or
non-functioning
adolescents
avoid
success-related
chores
because they tend to (a) doubt their ability and /or (b) assume
success is related to luck or to “who you know” or to other factors
beyond their control. Thus, even when successful, it isn’t as
rewarding to the low functioning adolescent because he/she
doesn’t feel responsible that is, it doesn’t increase his/her pride
and confidence.
SOCIAL LEARNING THEORY
The main idea in Julian Rolter’s social learning theory is that
personality represents an interaction of the individual with his or
her environment. One cannot speak of a personality, internal to
xxviii
the individual that is independent of the environment. Neither can
one focus on behaviour as being an automatic response to an
objective set of environmental stimuli. Rather, to understand
behaviour, one must take both the individual (i.e., his or her life
history of learning and experiences) and the environment (i.e.,
those stimuli that the person is aware of and responding to) into
account. Rotter describes personality as a relatively stable set of
potentials for responding to situations in a potential way.
Rotter sees personality, and therefore behaviour as always
changeable. Change the way the person thinks, or changes the
environment the person is responding to, and behaviour will
change. He does not believe there is a critical period after which
personality is set. But, the more life experience you have building
up certain sets of belief, the more effort and intervention required
for change to occur. Rotter conceives of people in an optimistic
way. He sees them as being drawn forward by their goals,
seeking to maximize their reinforcement, rather than just
avoiding punishment. Rotter has four main components to his
social learning theory model predicting behaviour. These are
xxix
behaviour potential expectancy, reinforcement value, and the
psychological situation.
POTENTIAL EXPECTANCY: It is important to note that
expectancy is a subjective probability, because one common
source of pathology is irrational expectancies. There may be no
relationship
whatsoever
between
the
person’s
subjective
assessment of how likely a reinforcement will be and the actual,
objective probability of the reinforcer occurring.
REINFORCEMENT VALUE: As with expectancy, reinforcement
value is subjective, meaning that the same event or experience
can vastly differ in desirability, depending on the individual’s life
experience. Punishment from a parent would be negatively
reinforcing to most children, and something to be avoided. The
least amount of reinforcement that still has a positive value is
known as the minimal goal. If people achieve an outcome that
equals or exceeds their minimal goal, they will feel that they have
succeeded. When the level of reinforcement falls below an
xxx
individual’s minimal goal, hat reinforcement feels like failure.
People differ in their minimal goals. Thus, the same outcome
may represent success to one person (with a lower minimal goal)
while it feels like failure to another person (with a higher minimal
goals).
Person exhibiting a particular behaviour is a function of the
probability that, that behaviour will lead to a given outcome and
the desirability of that outcome. If expectancy and reinforcement
value are both high, then behaviour potential will be high. If
either expectancy or reinforcement value is low, then behaviour
potential will be lower.
PSYCHOLOGICAL SITUATION: For example, knowing that
someone is a generally hostile person allows us to make
predictions that this individual will be hostile toward a range of
people. Across situations, this person is likely to be more hostile
to others than someone who is low in hostility.
Furthermore, people with a strong internal locus of control
believe that the responsibility for whether or not they get
xxxi
reinforced ultimately lies with themselves. Internals believe that
success or failure is due to their own efforts. In contrast,
externals believe that the reinforcers in life are controlled by luck,
chance or powerful others. Therefore, they see little impact of
their own efforts on the amount of reinforcement they receive.
Locus of control is not an either or proposition, because it is a
generalized expectancy. It will predict people’s behaviour across
situations. However, there may be some specific situations
where people, for example, who are generally external, behave
like internals. That is because their learning history has shown
them that they have control over the reinforcement they receive
in certain situations, although overall they perceive little control
over what happens to them. Again, one can see the importance
of conceiving of personality as the interaction of the person and
the environment.
EMPIRICAL REVIEW (RELATED RESEARCH)
Kearney (1991) reviews, that the onset of adolescence
– the period of transition between childhood and adulthood is
xxxii
usually accompanied by dramatic and often difficult changes
in the life of a young person. Biological, cognitive, social and
environmental
factors
all
contribute
to
influence
an
adolescents personal development and self-esteem. Studies
have shown that adolescent girls tend to have lower selfesteem and more negative assessment of their physical
characteristics and intellectual abilities than boys have.
Furthermore, in all these challenges, some adolescents
have
undoubtedly
shown
some
positive
developmental
outcomes and healthy life choices. It is also necessary to know
that so many factors have been reviewed to contribute to these
positive developmental outcomes.
Douglas, Scott and William (2005), have reviewed that
some familial influences have contributed to their positive
developmental outcomes and healthy life choices. A family
system perspective was used to conceptualize their review. More
than 300 teenagers were surveyed about family influences on
adolescent outcomes. The result indicated that teen’s religiosity;
xxxiii
parental warmth, parental monitoring, and a low occurrence of
stressful life events were related to teen depression, participation
in risky behaviors, and parental-teen conflict.
In another study by Daniel (2002), the association between
family functioning and adolescent adjustment was examined,
using 1,519 Chinese adolescents. The results showed that family
functioning was significantly related to measures of adolescent
psychological well being (existential well-being, life satisfaction,
self-esteem, sense of mastery, general psychiatric mobility),
school
adjustment
(perceived
academic
performance,
satisfaction with academic performance, and school conduct),
and problem behaviour (delinquent and substance abuse
behaviour). Family functioning was generally more strongly
related to measures of adolescent adjustment for adolescents
with economic disadvantage than for adolescents without
economic disadvantage.
Suniya (1991) pointed out some factors that allow
adolescents to maintain socially competent behaviors. 144
students were examined. Scores on a negative life events scale
xxxiv
operationalized stress, and definitions of social competence
were based on peer ratings, teacher ratings, and school grades.
Moderator variables examined included intelligence, internal
locus of control, social skills, ego development, and positive life
events. Following theoretical models by Garmezy and Rutter,
distinctions were made between compensatory factors (which
are directly related to competence) and protective vulnerability
factors (which interact with stress in influencing competence).
Ego development was found to be compensatory against stress.
Internality and social skills proved to be protective factors, while
intelligence and positive events were involved in vulnerability
processes.
In a review done by Joseph and Moore (1998) the
exploration of the meaning and function of attachment
organization during adolescent and its relationship to multiple
domains of psychosocial functioning was examined in a sample
of 131 at risk adolescents. Attachment Organization was
assessed using Adult attachment interview; multiple measures of
functioning were obtained from parents, adolescents and their
xxxv
peers. Security displayed in adolescents’ organization of
discourse
about attachment experiences
was
related
to
competence with peers (as reported by peers) lower levels of
internalizing behaviors (as reported by adolescent), and lower
levels of deviant behavior (as reported by peers and by
mothers). Preoccupation with attachment experiences, seen in
angry or diffuse and unfocused discussion of attachment
experiences was linked to higher levels of both internalizing and
deviant behaviors.
Daniel (1997) reviewed a study using 365 Chinese
adolescent. The sample responded to instruments measuring
their family environment, psychological well-being, school
adjustment, and problem behavior. Measures of the family
environment include perceived paternal and maternal parenting
styles, family functioning, and conflict with father and mother.
Results from bivariate and canonical correlation analyses
showed that in general, adolescent conflict were significantly
related to scores on measures of psychological well-being
(general psychiatric mobility, life satisfaction, purpose in life,
xxxvi
hopelessness, and self esteem) school adjustment (perceived
academic performance and school conduct), and problem
behaviour (smoking and psychotropic drug abuse). The findings
suggested that family factors play an important role in influencing
the psychosocial adjustment, particularly the positive mental
health of Chinese adolescents.
In a review by Suniya and Edward (1992) interactions
between intelligence and psychosocial factors were examined in
terms
of
influences
on
social
competence
among
144
adolescents. Psychosocial variables examined included ego
development, locus of control, and positive and negative life
events. Definitions of social competence were based on peer
ratings,. Teacher ratings, and school grades. Results indicated
that unlike their less intelligent peers, intelligent youngsters
showed higher competence levels, at high versus low levels of
both ego development and internal locus of control. Findings
were interpreted in the context of socio-cultural influences on
academic achievement among disadvantaged adolescents.
xxxvii
Thomas – Brantley (1988) investigated the relationship
between self –esteem and academic achievement in a group of
150 high, medium, and low achievers at a large midwestern
public high school. The study disclosed a positive correlation
between self-esteem and academic achievement, and also
revealed secondary achievements, gender and race.
Jennifer, Sanel, Laura and Kamini (2004) reviewed that self
esteem can be important in terms of how one thinks, feels and
responds to stressful life events. Results showed a relationship
between low self esteem and feelings of depression and
hopelessness in adolescence Besides a positive correlation
between self-esteem and academic achievement, the report
notes that the study found no significant differences between
males and females or between races, with respect to self esteem.
Jennifer and Brenda (2004) investigated the associations
between self-esteem, family challenge, and indication of
adolescent achievement: high school grades and extracurricular
involvement. Research on self-esteem and on family challenge
xxxviii
has linked both of these factors to achievement in adolescents,
but studies have not simultaneously examined the effects of
these factors on achievement. The study finds that family
challenge and self-esteem are correlated with one another, and
examines the effects of each of these factors on achievement
while controlling on the other factor. Controlling on self-esteem,
family challenge was positively associated with grades in school,
was marginally associated with extracurricular participation.
Controlling on family challenge, self-esteem was not found to be
predictive of grades or extracurricular involvement in longitudinal
analysis, but some evidence was found for a relationship in the
opposite direction, with grades in 10th grade predicting selfesteem in 12th grade. Results also suggest differences in
academic achievement and
extracurricular participating by race / identity, implications of
these finding for the role of family challenge and self-esteem in
the positive development of adolescents.
xxxix
SUMMARY OF THE REVIEW
From the literature reviewed, one could say that high self-esteem
promotes good academic achievement. In addition to that most of the
earlier researchers also observed that individuals with internal locus
of control tend to function better in all aspect of life than those with
external locus of control.
In addition, most of the theories reviewed were of the ascertion
that intrinsic motivation inspires one to move ahead than extrinsic
motivation. In other words, people with high level of intrinsic
motivation will perform better in academic achievement and other
things and will always like to accept blames for their failure than those
who depend more on extrinsic motivation.
HYPOTHESES.
There will be no significant positive relationship between
high self-esteem and internal locus of control on well
functioning adolescents.
xl
CHAPTER THREE
METHODOLOGY
PARTICIPANTS
A total of 200 well-functioning Adolescents comprising 100 males and
100 females were used for the study. The participants who were
randomly selected using simple random sampling of 10th case were
within the age range of 15 – 19 years with a mean age of 17 years.
The participants were selected among the senior school student of
classes I & II of Command Secondary School and City College
Secondary School both in Enugu.
INSTRUMENTS:
Three set of instrument were used in this study. They are
Personal Functioning Inventory (PFI) Kohn, Brien – wood, pickening
(2003); it is 30 item inventory with likert response format designed to
measure adaptive coping, psychological coping strategies, adaptation
to specific stressors and style of dealing with personal problems. It
has response format of strongly Agree 5 points, Agree 4 points,
Undecided 3 points, Disagree 2 points and strongly disagree 1 point.
Thus a highest possible score of 150 and a least possible score of 30
xli
could be obtained by any given respondent. The instrument has a
Crombach alpha reliability of 0.91 and validity coefficient of 0.8 by
Umeh (2004). Score below the mean score of 70 is regarded as poor
functioning.
The second instrument is self-esteem scale by Adaniji &
Oyefoso (1985). It is a 15 item questionnaire with likert response
format of SA(5) A (4) U(3) D(2) SD(1) designed to measure high and
low self-esteem. That is how an individual rates him/herself and
his/her perception on how people perceive him/her. A highest
possible score of 75 and a least possible score of 15 could be
obtained by any given respondent. For the sample of this study, score
above 59.42 indicate high self-esteem while below indicated low selfesteem. Adanijo and Oyefoso (1985) obtained the validity of the
instrument as well as split-half reliability of 0.76 and crombach alpha
of 0.72.
The third instrument used is locus of control by inventory by
Craig Franklin & Andrew (1984). It is a 17-item questionnaire
designed to measure internal and external locus of control. A score
on the test ranges from 17-85. Score above 57.33 indicate internal
xlii
locus of control while below indicates external locus of control.
Ibeagha (2004) obtained a split – half reliability of 0.73.
PROCEDURE
A total of 350 copies of well-functioning test were distributed to
select well-functioning adolescents for the research. This was done in
Command Secondary School and city College Secondary School
after approvals were given by the authorities of the two schools.
However, only 209 adolescents were screened as well
functioning adolescents out of the 550 that were recruited for the
exercise simple random sampling technique was used to select the
sample. Thus only 112 were selected and administered the selfesteem scale and locus of control scale. Finally; only 100 copies that
were correctly filled and returned were used for data analysis.
DESIGN/STATISTICS.
Based on two independent variables observed and measured in a linearly relationship,
correlational research design was adopted, while Pearson product moment correlational
coefficient statistics was used for data analysis.
xliii
CHAPTER FOUR
RESULTS
RESULTS
Table 1: Summary table of Pearson product moment correlation coefficient on the relationship between high self-esteem and internal
locus of control among well functioning Adolescents.
Df
N
Ex
Ey
Ex2
Ey2
Exy
r
98
100
3696
3726
141218 143110 141569 0.87
P
*
Note * = significant at P<.01
From table one above, r calculated value of 0.87 is found to be
greater than r critical value of o.46 at p<.01 indicating a significant
positive relationship. Thus, the hypothesis which stated that there will
be no significant positive relationship between high self-esteem and
internal locus of control among adolescents was rejected. This means
that a significant positive relationship exist between high self-esteem
xliv
and internal locus of control visa viz low self-esteem and external
locus of control among adolescents.
SUMMARY OF THE FINDING
Findings of this study were summarized as follows:
A significant positive relationship was found to exist between high
self-esteem and internal locus of control visa viz low self-esteem and
external locus of control among adolescents.
xlv
CHAPTER FIVE
DISCUSSION
Obviously the only hypothesis tested in this study yielded
significant outcome. The hypothesis which stated that “There will be
no significant positive relationship between high self-esteem and
internal locus of control” was rejected. This means that a significant
positive relationship exist between high self-esteem and internal
locus of control. From the findings of the study, it is observed that
adolescents with high self-esteem tend to have internal locus of
control while those with low self-esteem have external locus of
control.
As participants score on self-esteem is moving upwards,
indicating high self-esteem, their score on locus of control continue to
move upward as well indicating internal locus of control. This is a
clear indication that no positive relationship exist between high selfesteem and external locus of control. Rather a positive relationship
could be said to exist between high self-esteem and internal locus of
control while a positive relationship could be said to exist between
low self-esteem and external locus of control. In other words,
adolescent who see themselves as the cause of most of their
xlvi
problems rather than environmental factors also believe that they are
superior. They have faith in themselves; they value themselves and
also belief that people perceive them positively. The outcome of this
study maybe correct because one of the criteria of better adjustment
in life is by accepting mistakes with a view to dealing with them.
When one believes that he is the cause of a particular problem,
obviously, such person will definitely know how to deal with it due to
experience. On the other hand, if an individual attributes his/her
problem to environmental factor, such a person will lack the boldness
of dealing with such problem. When this is done, such individual will
be arrived on what people will be saying about him as a result of that.
A thought that he/she will always attribute to be negative about
him/her (low self-esteem). On the other hand, people who always feel
inferior and as well think that others talk negative about them will
always attribute their predicaments to people around them. For
instance, a girl who beliefs that she is ugly will always think that
males who look at her do that as mockery. She can never belief that
anything good about her will come out of public mouth. With this type
of perception, if unfortunately a man refused to marry her as a result
of one negative behaviour or the other, such a person will find it
xlvii
difficult to believe that the failure of the marriage is her factor. Instead
she will blame her God for making her ugly.
In such a situation, it will be very difficult for such individual to
change that undesirable behaviour. On the contrary, if the girl beliefs
that beauty is not the only positive virtue a woman could posses, she
will definitely look inward and observe other good qualities in her
such as intelligence, good interpersonal relationship etc. She will also
believe that people will also see these good virtues in her and admire
her on the bases of that. With this type of perception (high-selfesteem) such individual will never blame God if she encounters
similar experience. Instead she will look at her self as the cause
(internal locus).
In time with the findings of this study, Mandy (1999) reported
that those with high self-esteem and internal locus tend to perform
well academically. This is because they attribute the cause of their
failure/success to their factor. Findley & Cooper (1983) reported a
high correlates of internal locus of control with high academic
achievement. On the other hand, those with external locus may not
strive to achieve because they believe that failure is their destiny.
Above all, Purkey (1970) reported a positive correlation between high
xlviii
self-esteem and academic achievement. Argan, Peter, Sandra &
Herman (2009) also reported the important self-esteem in academic
achievement,
social
functioning
and
psychopathology
among
adolescents.
From the discussions above, one could say that high selfesteem correlates with internal locus of control among adolescents.
The present study is of the opinion that adolescents who lack
confidence in themselves will always attribute their failure to luck or
other environmental factors. While those who have confidence in
themselves will not only rate themselves high before the public but
will also attribute their failure to their personal fault with a view to
solving it.
IMPLICATIONS OF THE STUDY
Findings of this study have obvious implications. First and
foremost, the present study exposed the relationship between selfesteem and locus of control. The present study may also be regarded
as therapy. This is because with the findings of this study,
adolescents have learnt the negative impact of lack of confidence in
themselves as well as projecting their failure to luck or other
xlix
environmental factors. With the findings of this study, stake holders in
secondary
education
will
promote
self-confidence
among
adolescents. This will help boost their self-esteem.
In addition, the present study will also serve as an empirical
study for future researchers.
LIMITATIONS OF THE STUDY
The present study has obvious limitations first and foremost,
only one hundred adolescents were used out of myriads of
adolescents. A problem that was attributed to lack of finance. The
Furthermore, considering the fact that locus of control have no
significant influence on well functioning older adolescents in caritas
university, further studies can compare this findings with that of other
institutions.
researcher could not cover much school due to lack of finance. In
addition, limited time could not allow the researcher to cover much
location. This is because the research was conducted when the
researcher was preparing for her degree exam.
l
SUGGESTION FOR FURTHER STUDIES
Future researchers should carry similar studies in other
localities to ascertain the external validity of the present study. In
addition to that, they should also increase the sample.
Above all, the present study was conducted among well
functioning adolescents, therefore there is need to carry similar study
among non-well functioning adolescents.
I also suggest that gender differences should be taken into
consideration in conducting future research.
SUMMARY AND CONCLUSION
From the findings of this study one could say that a significant
positive relationship exist between self-esteem and locus of controls
with high self-esteem correlating with internal locus of control and low
self-esteem correlating with external locus of control.
The researcher also concludes that high self-esteem goes hand
in hand with internal locus of control while low self-esteem goes with
external locus of control.
li
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lvii
APPENDIX 1
RESEARCH INSTRUMENT ON PERSONAL FUNCTIONING.
PFI
Department of psychology,
Faculty of management &Social Science,
Caritas University Amorji Nike,
Enugu State.
15th May, 2010
Dear respondent,
This is strictly for older adolescent persons. There are neither
right nor wrong answers because this is just for research purpose.
Remember your response will be treated with utmost confidentiality.
SECTION A
Gender:…………………….
Age
(last
birthday):
………………
Ethnicity:……………
SECTION B
INSTRUCTION: the following statements are about individual styles
of dealing with personal problems. Please read each statement
carefully and indicate the frequency of your feeling by SHADING only
one of the numbers in front of the statements. The numbers stand for:
1. Strongly Disagree
2. Disagree
lviii
3. Undecided
4. Agree
5. Strongly Agree
1. I have no problem staying calm during differences of opinion
with my friends ………………………………………………………
2. Even
remotely
possible
threatening
events
worry
me
……….…………………………………………….
3. I
don’t
get
too
upset
by
occasional
social
rejection
……...…………………………………………….
4. I tend to worry too much about my problems, even ones which
eventually
go
away
by
them
selves…
…………………………………………………
5. if I think somebody wants to harm me, I often loose my
cool……………………………………………….
6. I can relax and enjoy myself even when waiting to find out
about something important. …………………………………….
7. I’ ve learnt not to get down on myself for minor mistakes I
make..……………………………………………….
8. The personal limitations of people I deal with often exceed the
limits of my patience …………………………………….
9. when my rights are threatened, I get too upset to act in the
most effective way …………………………
10.
When things go badly. I find it hard to avoid even the
worse disaster …………………………
11.
I often loose my cool and detachment in dealing with
interpersonal issues …………………………………
lix
12.
I resist getting bitter over minor slights by others
………..………………………………………….
13.
I
rarely
permit
criticism
to
get
me
angry………………………………………………….
14.
when my productivity at work/school wavers or falls, I try
to keep my cool……………………………………
15.
I can’t stop dwelling on people’s criticism of me. Whether
it seems valid or not …………………………
16.
under pressure, I tend to make hasty decisions
…………………..………………….
17.
I keep my temper under control in business negotiations ..
……………………………………….
18.
I’ve been known to magnify my personal problems
beyond their real level of seriousness………………….
19.
when I’m waiting to find out about something important, I
just can’t get it out of my mind……………………..
20.
I try to be fully informed and thoughtful about the
decisions I have to make ………………………………
21.
past embarrassment tend to haunt me for a long
time……………..………………………………………….
22.
I generally stay cool, even when I think somebody else
wants to harm me …………………………………..
23.
I
often
find
it
impossible
to
control
my
anger
…………………………………………………………
24.
I generally learn form my mistakes more than I let them
upset me………………………………………………
lx
25.
Quite often, being emotionally upset affects my dealing
with major problems in my life……………………….
26.
I rarely permit others to manipulate my anger to their own
ends ...………………………………………………..
27.
I’ m often very practical in dealing with day to day
problems ……...………………………………………..
28.
Minor
physical
ailments
don’t
upset
me
much
…………………………………………………………..
29.
if I can’t control when something bad is going to happen, I
try not to worry about it ………………………
30.
I try to be calm and fair in dealing with interpersonal
issues …………………………………………….
RESEARCH INSTRUMENT ON SELF-ESTEEM
SES
SECTION C
Below are a number of statements about how various topics affect
your personal beliefs. There is no right or wrong answer. For every
item there are a large numbers of people who agree or disagree.
Could you please put in the appropriate space the choice you believe
to be true?
Answer all the questions. The numbers stand for:
1. = Strongly Agree
2. = Agree
3. = Undecided
4. = Disagree
5. = Strongly disagree
lxi
1. I
always
try
to
lead
any
group
I
find
myself
in……………..……………………………………..
2. My
effort
always
produce
poor
results………………………………………………
3. In order to get along and be liked ,I tend to be what people
expect
me
to
be
rather
than
my
true
self
……………………………… …….. ……….
4. I rely on my friends or others to advise me on how to solve
my personal problems…………………………………
5. When I am in a group, I am unlikely to express opinion because
I
fear
others
may
not
think
well
of
of
my
me………………………………………….
6. I
think
I
look
inferior
to
so
many
friends……………...………………………
7. If I hear that somebody expresses a poor opinion of me , I do
my
best
to
please
him
/her
…………………..…………………………
8. I think I am confident enough to speak in front of a group
………..………………………………………
9. I feel self conscious when I am with people who are superior to
me at work or at school ……………………………
10.
I sometimes criticize myself afterward after having acted
silly or inappropriate in some situations………………………
11.
I become panicky much I think of something I might do
wrong in future ………………………………
12.
I do not believe much in my abilities……………………..
lxii
13.
When I am in a group, I do not usually say much for fear
of saying the wrong thing………………………..
14.
Although people sometimes compliment me, I feel that I
do not deserve the compliment ………………………………
I
15.
live
too
much
by
other
people’s
standard………………………..
.
RESEARCH INSTRUMENT ON LOCUS OF CONTROL
LOCS
SECTION D
Below are a number of statements about how various topics affect
your personal beliefs. There are no right or wrong answers. For every
item there are a large number of people who agree or disagree.
Could you please put in the appropriate space the choice you believe
to be true?
Answer all the questions. The numbers stand for:
1. =
Strongly Agree
2. =
Agree
3. =
Undecided
4. =
Disagree
5. =
Strongly Disagree
6.
1. I
can
anticipate
difficulty
and
take
action
to
avoid
them………………....
2. A great deal of what happens to me is probably just a matter of
chance………………………..
lxiii
3. Everyone knows that luck or chance determine one’s future
………………………………………..
4. I
can
control
my
problem(s)
only
if
I
have
outside
support…………..……………………
5. When I make plans, I am almost certain that I can make them
work……………………………………..
6. My
problem
(s)
will
dominate
me
all
my
life……………………………………….
7. My mistakes and problems are my responsibility to deal with
………………………………………….
8. becoming a success is a matter of handwork, luck has little or
nothing to do with it………………………………
9. My
life
is
controlled
by
outside
actions
or
events
………………………. …………………
10.
people are victims of circumstances beyond their control
…………………………………………….
11.
To continually manage my problems I need professional
hand ………………………………………..
12.
When I am under stress the tightness in my muscle is due
to things outside my control ………………………………
13.
I believe a person can really be a master of his fate
………………………………….…
14.
It is impossible to control my irregular and fast brightening
when I am having difficulties ………………………
15.
I understand why my problem(s) varies so much from one
occasion to the next ……………………………
lxiv
16.
I am confident of being able to deal successfully with
future problems………………………………
17.
In my case maintaining control over my problem(s) is due
mostly to luck …………………………………..
lxv
APPENDIX II
Table of Pearson product moment correlation on the relationship
between self-esteem and locus of control among adolescents.
X2
Y2
XY
41
5476
1681
3034
70
40
4900
1600
2800
3.
59
52
3481
2704
3068
4.
61
42
3721
1764
2562
5.
71
53
5041
2809
3763
6.
47
43
2209
1849
2021
7.
46
49
2116
2401
2254
8.
49
45
2401
2025
2205
9.
47
48
2209
2304
2256
10.
50
46
2500
2116
2300
11.
59
60
3481
3600
3540
12.
73
6
5329
3969
4599
13.
74
61
5476
3721
4514
14.
75
72
5625
5184
5400
15.
68
62
4624
3844
4216
16.
47
71
2209
5041
3337
17.
53
80
2809
6400
4240
18.
58
64
3364
4096
3712
19.
50
70
2500
4900
3500
20.
45
69
2025
4761
3105
21.
69
65
4761
4225
4485
X
Y
Self-
Locus
esteem
control
1.
74
2.
S/No
of
lxvi
22.
70
68
4900
4624
4760
23.
71
66
5041
4356
4686
24.
73
72
5329
5184
5256
25.
70
78
4900
6084
5460
26.
41
57
1681
3249
2337
27.
49
73
2401
5329
3577
28.
50
73
2500
5329
3650
29.
45
58
2025
3364
2610
30.
49
67
2401
4489
3283
31.
46
75
2116
5625
3450
32.
54
63
2916
3969
3402
33.
45
76
2025
5776
3420
34.
55
75
3025
5625
4125
35.
43
74
1849
5476
3182
36.
74
62
5476
3844
4588
37.
69
79
4761
6241
5451
38.
75
71
5625
5041
5325
39.
68
80
4624
6400
5440
40.
73
77
5329
5929
5621
41.
73
50
5329
2500
3650
42.
72
49
5181
2401
3528
43.
72
54
5181
2916
3888
44.
66
52
4356
2704
3432
45.
62
55
3844
3025
3410
46.
51
55
2601
3025
2805
47.
52
56
2704
3136
2912
48.
49
44
2401
1936
2156
49.
53
47
2809
2206
2491
50.
50
48
2500
2304
2400
51.
56
51
3136
2601
2856
lxvii
52.
47
50
2209
2500
2350
53.
55
40
3025
1600
2200
54.
53
51
2809
2601
2703
55.
52
53
2704
2809
2756
56.
59
41
3481
1681
2419
57.
71
54
5041
3025
3834
58.
65
42
4225
1764
2730
59.
63
46
3969
2116
2898
60.
72
56
5184
3136
4032
61.
70
44
4900
1936
3080
62.
68
45
4624
2025
3060
63.
61
4
3721
1849
2623
64.
75
45
5625
2025
375
65.
61
41
3721
1681
2501
66.
73
44
5329
1936
212
67.
65
42
4225
1764
2730
68.
71
47
5041
2209
3337
69.
62
51
3844
2601
3162
70.
60
43
3600
1849
2580
71.
56
49
136
2401
2744
72.
57
64
3249
4096
3648
73.
47
79
2209
6241
3713
74.
45
61
2025
3721
2745
75.
49
60
2401
3600
2940
76.
55
78
3025
6084
4290
77.
55
70
3025
4900
3575
78.
53
65
2809
4225
3445
79.
46
69
2116
4761
2254
80.
51
59
2601
3481
3009
81.
45
66
2025
456
2970
lxviii
82.
52
68
2704
4624
3536
83.
47
67
2209
4489
3149
84.
54
44
2916
1936
2376
85.
48
55
2304
3025
2640
86.
74
47
5476
2209
3478
87.
66
40
4356
1600
2640
88.
61
52
3721
2704
3172
89.
63
48
3969
2304
3024
90.
67
41
4489
1681
2747
91.
73
50
529
2500
3650
92.
59
45
3481
2025
2655
93.
70
49
4900
2401
3430
94.
61
44
3721
1936
2684
95.
65
44
4225
1936
2860
96.
70
81
4900
6561
5670
97.
73
62
5329
3844
4526
98.
60
63
3600
3969
3780
99.
71
84
5041
7056
5969
100. 68
70
4624
4900
4760
x2 = 141218
y2 = 143110
xy = 141569
x = 3696 Y = 3726
lxix
APPENDIX III
Calculation
of
Pearson
product
moment
correlation
on
the
relationship between self esteem and locus of control among
adolescents.
Self – esteem
locus of control
X
Ex
Y
=
3696
Ey
= 726 Ex2 = 141218 Ey2 143110 Exy =
141569
r
Nxy - xy
=
[Nx
2
r
– (x)2] [Ny2 – (y)2]
100 x 141569 – 3696 x 3726
=
 100 x 141218 – 3696
2
r
x 100 x 143110 - 37262
14156900 – 13771296
=
 14121800 – 13660416 x14311000 – 13883076
r
=
385604

lxx
461384 x 427924
r
=
385604

r
=
19749186816
385604
444341.30
=
0.87
lxxi