An Educational Note on Locus of Control and Personality Type in the Formation of Students' Attitudes toward Economic Institutions

By Barilla, Anthony; Parker, Darrell et al. | Journal of Private Enterprise, Spring 2005 | Go to article overview

An Educational Note on Locus of Control and Personality Type in the Formation of Students' Attitudes toward Economic Institutions


Barilla, Anthony, Parker, Darrell, Paul, Chris, Journal of Private Enterprise


There is substantial and growing evidence that economic and political institutions pky a central role in determining the rate of economic growth and development. The determinants of economic and political institutions across cultures and governments is less well understood, but are in part the consequence of beliefs and attitudes toward alternative forms of economic organuation. Boulding (1969) suggests that the link between economic and political attitudes and the social process is an important topic for economic education research. Pro-market attitudes have been shown to impact success in the principles economics course (Breeden and Lephardt, 2002). Research on locus of control and personality types as influences in the formation of students' attitudes toward economic institutions is consistent with that research direction.

Specifically addressed in this study is the role of personality type and locus of control in the formation of attitudes toward economic and political institutions. The measure of economic and political attitudes is obtained from responses to two personality tests, the Locus of Control and Myers-Briggs. The attitudes toward economic and political institutions were obtained from responses to questions on economic conservatism. The elicited economic beliefs are then correlated with self-reported locus of control responses and self-reported personality types. The 214 survey respondents consisted of first and second year college students enrolled in a university-required macroeconomics principles class at a regional state university. The unique data set allows the empirical estimation of the relationships of interest. The empirical results provide preliminary support for the conclusion that these measures partially determine students' beliefs and attitudes about economic institutions. However, the overall explanatory power of the attitudinal measures is rather weak. This suggests an opportunity for research to develop measures of attitudes involving a locus of economic control as well as an individual's economic predisposition.

Locus of control and personality type

The locus of control concept (Rotter, 1966,1990) was devised to assess the extent to which an individual believes they can control events. The Internal-External Locus of Control Scale (I-E) requires choices between statements conveying internal locus of control and those conveying external locus of control. Internal locus of control indicates an individual believes they have a command of their environment. They see a reasonable chance of success and are not troubled by change, even if change is seen as being from external causes. They believe they can influence the impact of change and feel confident with their coping skills. Individuals with a strong external locus of control are more inclined to believe that success is from luck, accident or coincidence.

According to Jungian psychological theory, information is received and processed differently by different personality types (Jung, 1971). In the area of economic decision-making personality type is significantly related to the framing on choices involving risk (Parker and Spears, 2002). Piettykowski (1995) finds that personality types are correlated with the social dimension of market exchange. An individual's personality type has predictive power for situational behavior and predisposition to actions. When personality traits are linked to practices through which the individual defines wants and formulates decisions, they impact political and economic institutions.

Personality types are also related to economic education. Borg and Shapiro (1966) and Ziegert (2000) show that personality type influences students' success in understanding economic decision-making. Their analysis of learning and teaching styles investigates the relationship between personality types and propensity for studying economics.

One of the more common approaches used to measure personality is the Myers-Briggs-Type Indicators: Extravert or Introvert, Sensor or Intuitive, Thinker or Feeler, and Judger and Perceiver.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

An Educational Note on Locus of Control and Personality Type in the Formation of Students' Attitudes toward Economic Institutions
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.