Skip to Main Content

Journal of Modern Foreign Psychology
2021. Vol. 10, no. 1, 125–131
doi:10.17759/jmfp.2021100112
ISSN: 2304-4977 (online)

Perceived locus of causality: theoretical significance and the problem of measurement

873

K.G. Klein

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar

Abstract

This work is aimed at summarizing the theoretical progress made in understanding the role of perceived locus of causality in various activities The problem of the method of measuring the perceived locus of causality is analyzed. It is emphasized that for this design it is a multidimensional approach to measurement, which considers all types of causality locus as separate constructs, turns out to be the most promising one. Particular attention is paid to determinants and correlates, such as motivational regulation, in the context of educational activities, which attracts a multidimensional approach in its measurement oftener than in the analysis of other forms of activity.

General Information

Keywords: self-determination theory, motivation, perceived locus of causality, UPLOC, extrinsic motivation, intrinsic motivation, autonomy continuum.

Journal rubric: General Psychology

Article type: review article

DOI: https://doi.org/10.17759/jmfp.2021100112

For citation: Klein K.G. Perceived locus of causality: theoretical significance and the problem of measurement [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2021. Vol. 10, no. 1, pp. 125–131. DOI: 10.17759/jmfp.2021100112. (In Russ., аbstr. in Engl.)

References

  1. Gordeeva T.O. Teoriya samodeterminatsii: nastoyashchee i budushchee. Chast' 1: Problemy razvitiya teorii [Elektronnyi resurs]. Psikhologicheskie issledovaniya = [Psychological research], 2010. Vol. 12, no. 4. URL: http://psystudy.ru/index.php/num/2010n4-12/343-gordeeva12.html (Accessed 15.05.2020). (In Russ.).
  2. Howard J.L. et al. A review and empirical comparison of motivation scoring methods: An application to self-determination theory. Motivation and Emotion, 2020. Vol. 44, pp. 1–15. DOI:10.1007/s11031-020-09831-9
  3. Van den Broeck A. et al. A review of self-determination theory’s basic psychological needs at work. Journal of Management, 2016. Vol 42, no. 5, pp. 1195–1229. DOI:10.1177/0149206316632058
  4. Guay F. et al. Application of Exploratory Structural Equation Modeling to Evaluate the Academic Motivation Scale. The Journal of Experimental Education, 2015. Vol. 83, no. 1, pp. 51–82. DOI:10.1080/00220973.2013.876231
  5. Brunell A.B., Webster G.D. Self-determination and sexual experience in dating relationships. Personality and Social Psychology Bulletin, 2013. Vol. 39, no. 7, pp. 970–987. DOI:10.1177/0146167213485442
  6. Carbonneau N., Vallerand R.J., Lafrenière M.-A.K. Toward a Tripartite Model of Intrinsic Motivation. Journal of Personality, 2012. Vol. 80, no. 5, pp. 1147–1178. DOI:10.1111/j.1467-6494.2011.00757.x
  7. Chandler C.L., Connell J.P. Children’s intrinsic, extrinsic and internalized motivation: A developmental study of children’s reasons for liked and disliked behaviors. British Journal of Developmental Psychology, 1987. Vol. 5, no. 4, pp. 357–365. DOI:10.1111/j.2044-835X.1987.tb01072.x
  8. Choi J., Kang S.H., Lee M. The Sense of Control, Perceived Economic Inequality, and Socioeconomic Status: The Case of South Korea. Korea Observer, 2020. Vol. 51, no. 3, pp. 391–409. DOI:10.29152/KOIKS.2020.51.3.391
  9. Deci E.L., Ryan R.M. On happiness and human potentials: A review of research on hedonic and eudaimonic wellbeing. Annual Review of Psychology, 2001. Vol. 52, no. 1, pp. 141–166. DOI:10.1146/annurev.psych.52.1.141
  10. Sheldon K.M. [et al.] Evaluating the dimensionality of self-determination theory’s relative autonomy continuum. Personality and Social Psychology Bulletin, 2017. Vol. 43, no. 9, pp. 1215–1238. DOI:10.1177/0146167217711915
  11. Guay F., Lessard V., Dubois P. How Can We Create Better Learning Contexts for Children? Promoting Students’ Autonomous Motivation as a Way to Foster Enhanced Educational Outcomes. In Chia L.W., Keng J.W.C., Ryan R.M. (eds.), Building Autonomous Learners. Singapore: Springer, 2014, pp. 83–106. DOI:10.1007/978-981-287-630-0_5
  12. Howard J.L., Gagné M., Bureau J.S. Testing a continuum structure of self-determined motivation: A meta-analysis. Psychological Bulletin, 2017. Vol. 143, no. 12, pp. 1346–1377. DOI:10.1037/bul0000125
  13. Rodriguez Villalobos J.M. et al. Locus Percibido de Causalidad en adolescentes mexicanos. Comparaciones por género [Perceived Locus of Causality in Mexican adolescents. Gender Comparisons]. Educación Física y Ciencia = Physical Education and Science, 2019. Vol. 21, no. 2, 7 p. DOI:10.24215/23142561e077 (In Span.).
  14. Martinek D., Zumbach, J., Carmignola M. The impact of perceived autonomy support and autonomy orientation on orientations towards teaching and self-regulation at university. International Journal of Educational Research, 2020. Vol. 102, article ID 101574, 8 p. DOI:10.1016/j.ijer.2020.101574
  15. Posch L. et al. Measuring Motivations of Crowdworkers: The Multidimensional Crowdworker Motivation Scale. ACM Transactions on Social Computing, 2019. Vol. 2, no. 2, pp. 1–34. DOI:10.1145/3335081
  16. Ryan R.M., Connell J.P. Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 1989. Vol. 57, no. 5, pp. 749–761. DOI:10.1037/0022-3514.57.5.749
  17. Ryan R.M., Deci E.L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 2000. Vol. 55, no. 1, pp. 68–78. DOI:10.1037/0003-066X.55.1.68
  18. Ryan R.M., Deci E.L. Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Press, 2017. 756 p.
  19. Ryan R.M., Deci E.L. Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will? Journal of Personality, 2006. Vol. 74, no. 6, pp. 1557–1586. DOI:10.1111/j.1467-6494.2006.00420.x
  20. Sheldon K.M. Goal-striving across the life-span: Do people learn to select more self-concordant goals as they age? In Smith M.C., Reio T.G. (eds.), The handbook of research on adult development and learning. New York: Routledge, 2009, pp. 553–569.
  21. Sheldon K.M., Prentice M. Self-determination theory as a foundation for personality researchers. Journal of Personality, 2017. Vol. 87, no. 1, pp. 5–14. DOI:10.1111/jopy.12360
  22. Vallerand R.J. et al. The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 1992. Vol. 52, no. 4, pp. 1003–1017. DOI:10.1177/0013164492052004025
  23. Burton K.D. et al. The differential effects of intrinsic and identified motivation on well-being and performance: Prospective, experimental, and implicit approaches to self-determination theory. Journal of Personality and Social Psychology, 2006. Vol. 91, no. 4, pp. 750–762. DOI:10.1037/0022-3514.91.4.750
  24. Roth G. et al. The emotional and academic consequences of parental conditional regard: Comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices. Developmental Psychology, 2009. Vol. 45, no. 4, pp. 1119–1142. DOI:10.1037/a0015272
  25. Gagné M. et al. The Multidimensional Work Motivation Scale: Validation evidence in seven languages and nine countries. European Journal of Work & Organizational Psychology, 2015. Vol. 24, no. 2, pp. 178–196. DOI:10.1080/1359432X.2013.877892
  26. Vlachopoulos S.P. et al. The revised perceived locus of causality in physical education scale: Psychometric evaluation among youth. Psychology of Sport and Exercise, 2011. Vol. 12, no. 6, pp. 583–592. DOI:10.1016/j.psychsport.2011.07.00
  27. Teixeira D.S. et al. Translation and validation of the perceived locus of causality questionnaire (PLOCQ) in a sample of portuguese physical education students. Motriz: Revista de Educação Física = Motriz. Journal of Physical Education, 2018. Vol. 24, no. 2, article ID e1018162, 17 p. DOI:10.1590/s1980-6574201800020007
  28. Williams G.C., Deci E.L. Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 1996. Vol. 70, no. 4, pp. 767–779. DOI:10.1037/0022-3514.70.4.767
  29. Yang M. Motivation toward physical education and its relation to academic stress among Chinese adolescents: A cultural perspective on self-determination theory. Ph. D. Thesis. Barcelona, 2019. 73 p.
  30. Yang M., Viladrich C., Cruz J. Medición de la motivación en educación física entre adolescentes chinos y españoles: Comparación de las propiedades psicométricas de la escala de locus de causalidad percibido [Measuring motivation in physical education among Chinese and Spanish adolescents: Comparing the psychometric properties of perceived locus of causality scale] [Elektronnyi resurs]. Revista De Psicología Del Deporte = Journal of Sport Psychology, 2019. Vol. 28, no. 2, pp. 87–96. URL: https://search.proquest.com/openview/77b775ad034cef39ecece55887eab18a/1?pq-origsite=gscholar&cbl=4385535 (Accessed 20.02.2021).
  31. Yu S., Levesque-Bristol C. A cross-classified path analysis of the self-determination theory model on the situational, individual and classroom levels in college education. Contemporary Educational Psychology, 2020. Vol. 61, article ID 101857, 14 p. DOI:10.1016/j.cedpsych.2020.101857

Information About the Authors

Konstantin G. Klein, Research Assistant, International Laboratory of Positive Psychology of Personality and Motivation, National Research University Higher School of Economics, Moscow, Russia, ORCID: https://orcid.org/0000-0003-2762-158X, e-mail: kleinme@mail.ru

Metrics

Views

Total: 1112
Previous month: 44
Current month: 22

Downloads

Total: 873
Previous month: 12
Current month: 3