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"Personal control" refers t o a person's beliefs about how well he or she can bring about good events and avoi d bad events. Locus of cont rol, self-efficacy, and explanatory style of control are well-known cognates. These not I ons have at t ract ed a great deal of research, but usually wi t hi n different traditions.
"Personal control" refers t o a person's beliefs about how well he or she can bring about good events and avoi d bad events. Locus of cont rol, self-efficacy, and explanatory style of control are well-known cognates. These not I ons have at t ract ed a great deal of research, but usually wi t hi n different traditions.
"Personal control" refers t o a person's beliefs about how well he or she can bring about good events and avoi d bad events. Locus of cont rol, self-efficacy, and explanatory style of control are well-known cognates. These not I ons have at t ract ed a great deal of research, but usually wi t hi n different traditions.
Applied & Preventive Psychology 1:111-117 (1992). Cambridge University Press. Printed in the USA.
Copyright 1992 AAAPP 0962-1849/92 $5.00 + .00
Cognates of personal control: Locus self-efficacy, and explanatory style of control, CHRI STOPHER PETERSON University of Michigan, Ann Arbor ALBERT J. STUNKARD University of Pennsylvania, Philadelphia Abstract Theories of personal control are extremely popular in contemporary psychology. What are the relationships among such apparently similar notions as locus of control, self-efficacy, and explanatory style? Although these cognates have similar correlates, they are not necessarily interchangeable. Our conceptual analysis suggests that they exist at different levels of abstraction and generality. They interact with one another to influence behavior. They are not simply alternative ways of talking about the same phenomenon. "Personal control" should be regarded as multidimensional. Key words: Explanatory style, Locus of control, Personal control, Self-efficacy Personal control refers t o a person' s beliefs about how well he or she can bring about good events and avoi d bad events. In a previous paper, we generalized across its cognat es (Peterson & St unkard, 1989). Here we do the opposite, drawi ng distinctions among three part i cul arl y well-known renditions: locus of cont rol , self-efficacy, and expl anat ory style. These not i ons have at t ract ed a great deal of research at t ent i on, but usually wi t hi n different traditions. As a step t owar d bridging these lines of work, we examine the meani ngs of these cognates. The Emergence of Theories of Personal Cont r ol Theorists t hr oughout this cent ury have been concerned wi t h similar not i ons (Peterson, 1991; Weiner, 1990). Ac- cordi ng t o the early formul at i ons, a basic aspect of human nat ure is a drive t o mast er the envi ronment . Ex- pression of this mot i ve is associated wi t h effective adap- t at i on; its t hwart i ng results in poor functioning. These early ideas were synthesized by Rober t Whi t e (1959) in his classic paper on competence. Accordi ng t o White, people are mot i vat ed t o i nt eract in an effective way wi t h the world. The mot i vat i on t o be compet ent he called This paper is based on a report submitted to the Henry J. Kaiser Foundation. We thank Lisa M. Bossio for her editorial advice. Send correspondence and reprint requests to Christopher Peterson, Department of Psychology, University of Michigan, 580 Union Drive, Ann Arbor, MI 48109. 111 effectance motivation. The experience of effective interac- t i on wi t h the worl d he called a feeling of efficacy. In the 1960s, an i mpor t ant change in psychol ogy- - t he cognitive r evol ut i on- - had sweeping consequences for theories of personal control. This change arose f r om rec- ogni t i on of the i nadequacy of formul at i ons i gnori ng the ment al life of people and f ound expression in a host of cognitive theories (Gardner, 1985). In these theories, the t ermi nol ogy of i nf or mat i on processing replaced t hat of stimuli and responses, of needs and drives. Theories of personal cont rol were not lost in the cognitive revolution; t hey were simply recast in the new language. Effectance became not a motive, wi t h biological connot at i ons, but an idea (belief, expectation, at t ri but i on, perception). The early theorists emphasized drives t o mast er the environ- ment , whereas the new generat i on of theorists spoke of beliefs about whet her or not this coul d be done. Some have decried one aspect of the i mpact of the cognitive revol ut i on on the psychol ogy of human behav- ior. A view of people as i nf or mat i on processors is neces- sarily incomplete because it cont ai ns no goal or value to explain the end t o which i nf or mat i on is processed. Recogni zi ng this problem, cognitive theorists usually speak of people' s personal cont rol wi t h respect t o good or bad events, t hereby i mpl yi ng t hat personal cont rol is depl oyed in a hedonistic context. However, this assump- t i on is rarely explicit, and researchers may run afoul of it when concerned wi t h complex behavior. 112 Peterson and Stunkard Recasting effectance motivation in terms of beliefs had two effects. First, the attention of researchers was di- rected t oward specific aspects of the person. Beliefs are always about something. Motivation can be general, but beliefs are always specific. Prediction is greatly improved by such specificity (e.g., Fishbein & Ajzen, 1974). Second, the attention of researchers was also directed ont o the actual environment and the way that a person interacts with it. Whereas motives reside within a person, beliefs refer to bot h the person and aspects of his or her world. Again, current opinion holds that behavior is not well explained by looking just within the person. In- stead, understanding is greatly bolstered by taking into account bot h individual and situational characteris- tics (e.g., Bowers, 1973; Endler & Magnusson, 1976; Mis- chel, 1979). The consequences of people' s beliefs about control were examined in a variety of paradigms in the 1960s in which control was operationalized as choice, predictabil- ity, and contingency. Research results converged, show- ing that control was usually beneficial. Much of the research on personal control has taken place within social psychology, reflecting a concern with the social environment in fostering or inhibiting per- ceived control and showing the influence of personality psychology, in conceiving personal control as an individ- ual difference, and of clinical psychology, in designing interventions to combat disorders of personal control. People do not need to exercise control to benefit from it (Averill, 1973; Miller, 1979; Thompson, 1981). The mere perception of control is sufficient to reduce stress, increase motivation, encourage performance, and so forth. For instance, Glass and Singer (1972) exposed laboratory subjects to bursts of aversive noise. Hal f the subjects were told that they could terminate the noise by pushing a button; the other subjects were not given this instruction. All were then tested at a proofreading task. The subjects who believed themselves to have control over the original noise, even though they never pushed the button, did better than the other subjects, despite the fact that bot h groups experienced the identical (and in actuality uncontrollable) noise. Numerous theories of personal control compete in the professional literature. We consider several of these in turn and conclude that these cognates are not strictly interchangeable; there are good reasons to keep in mind the distinctions among them. Locus of Control Julian B. Rot t er (1954, 1966, 1975) proposed an influen- tial cognate of personal control within the context of his social learning theory. According to Rotter, reinforce- ment strengthens responses to the degree that the individ- ual expects the response to lead to further rewards. This expectation, in turn, is determined first by task-specific characteristics and second by generalized expectations about the nature of reward, which Rot t er termed locus of control. In its extreme cases, locus of control is represented by an internal (I) orientation, in which the individual be- lieves that rewards are brought about by his own actions, versus an external (E) orientation, in which the individ- ual believes that rewards are due to the operation of chance factors, fate, or powerful others. Locus of control is therefore an individual difference, measured by re- sponses to the Rot t er (1966) I-E scale or similar self- report instruments, which ascertain the degree to which someone endorses internal versus external statements. Thousands of investigations have looked at locus of control. Phares (1978) summarized the thrust of these investigations by noting that "Our survey of the I-E liter- ature has revealed the typical internal to be one who actively comes to grips with the world. Compared to the external, the internal is resistant to social pressure and dedicated to the pursuit of excellence" (p. 295). Like others who comment on the locus of control area of research, Phares added a disclaimer that internality is not necessarily good. Still, the bulk of the studies show that in a responsive envi ronment --and this qualification is critical--individuals with an internal locus of control ac- crue to themselves all manner of benefits. Rot t er (1975) stressed that locus of control is but one of the determinants of how a person responds to events. Some researchers, however, use locus of control as a personality disposition out of context, examining its causes, consequences, and correlates and ignoring the factors deemed critical by Rot t er in determining the exact nature of these relationships. Chief among these factors are the reinforcement value and the person' s fa- miliarity with the task at hand. To understand the relationship between locus of con- trol and some behavior, the value of any reinforcement of that behavior must be known. Rot t er (1975) criticized research from the 1960s in which a relationship was sought between locus of control and political activism. Does locus of control predict participation in a protest march? One prediction is that internality leads to social activism (presumably an attempt to change the world through one' s actions), but this explanation may be t oo simplistic. Internal people may not protest, join a protest group, or sign a petition simply because they do not believe in the cause. On the other hand, very external people may join a protest group because they like the other people who are members of the group, because it is less boring than studying, because it will upset their par- ents if they find out, because it is the conforming thing to do, and so on (Rotter, 1975, p. 270). Rot t er (1975) also pointed out that locus of control, as a broad belief, is less likely to be related to behavior to Cognates of Personal Control 113 the degree that the person is in a situation that is struc- tured, familiar, and unambiguous. In such circum- stances, a person' s specific expectation about the nature of reward takes over. Rot t er (1975) cited the example of the relationship between locus of control and academic achievement. At early ages, internality predicts grades. At older ages, it does not. This makes perfect sense, because with age the student learns more about the spe- cific tasks required to achieve specific outcomes in partic- ular subjects. Locus of control research may have peaked in popu- larity, but only because it has stimulated a host of com- petitors. One trend apparent in more recent I-E research is the development of domain-specific locus of control measures (e.g., health locus of control). Relatedly, some researchers have called for a distinction between locus of control for good outcomes versus locus of control for bad outcomes, resulting in a movement t oward greater specificity of the notion. This specificity aids prediction but detracts from Rot t er' s original conception of locus of control as a generalized expectation. Self-Efficacy Albert Bandura' s (1977, 1978, 1982b, 1986) widely known notion of self-efficacy is an outgrowth of his ver- sion of social learning theory, which emphasizes the im- portance of vicarious processes in the acquisition and modification of behaviors. People learn through observa- tion of others. Wholly novel responses may be performed after relevant models are seen performing similar actions with desirable consequences (Bandura & Waiters, 1963). Much of Bandura' s research efforts have been in the context of behavior modification. How can phobic be- havior be changed? I f changed, what is the critical ele- ment responsible? Phobias can be alleviated through modeling. An individual afraid of spiders may stop avoiding them and even be able to handle them without fear after watching another individual perform such ac- tions and may also come to perform nonphobic behav- iors vis-fi-vis spiders that were not explicitly modeled. What is going on here? According to Bandura, at the heart of a phobi a is the belief that one cannot cope with the phobic object. Phobic individuals believe that they cannot perform the behaviors needed to master the situa- tion presented by the spider, the wide-open space, or the speech to be given. Modeling is effective to the degree that it strengthens the individual' s personal control vis-fi- vis the situation in question. Bandura termed this self- efficacy. A heightened sense of self-efficacy leads to changes in behavior not specifically modeled, to a de- crease in emotionality, and even to a normalization of catecholamine metabolism. In this type of work, self-efficacy is usually measured with a simple rating scale. Subjects are asked to indicate how confident they are, from not at all to completely, that they can perform a particular behavior in a given setting. An important outcome of Bandura' s research is the demonstration that an individual' s sense of control over a given response ("I am confident that I can let the spider walk up my arm") is a better predictor of this response than the individual' s past success or failure in performing it. One of psychology' s few truisms is that past behavior predicts future behavior; Bandura' s re- search on self-efficacy improves upon this idea. Bandura has used phobias as a paradigm with which to assess the effects of diminished and enhanced self- efficacy. However, his theory extends far beyond this domain. Bandura (1977) argued that self-efficacy under- lies all of behavior change, including actions involved in health promot i on (O' Leary, 1985). Several additional notions of Bandura warrant men- tion. First, he distinguishes between an individual's ef- ficacy expectancy and outcome expectancy. Outcome ex- pectancy is a belief about the consequences of a particular behavior. A basketball coach might believe, for instance, that the Chicago Bulls can be defeated if they are held to fewer than 90 points. Whether he be- lieves that his team can hold the Bulls to fewer than 90 points is of course a different matter. This is an efficacy expectancy. This distinction is important, even though Bandura himself can be faulted for overlooking it at times. In some of his writing, he appears to ascribe people' s diffi- culties mainly to efficacy expectations rather than to the joint effect of efficacy and outcome expectations. Second, Bandura restricts the study of personal con- trol to very specific contexts, using a "microanalytic strategy." In keeping with his social learning bent, he distrusts the possibility of broad dispositions like locus of control. Instead, he always specifies self-efficacy with re- spect to some particular situation and some particular response. Bandura' s theory has been criticized as common-sensi- cal (Smedslund, 1978) and as t oo specific (Peterson & Stunkard, 1989). Nonetheless, it has become a leading perspective in contemporary psychology because of the range of its applications and its ability to generate effec- tive strategies of behavior change (Peterson, 1992). Explanatory Style The notion of explanatory style emerged from the attri- butional reformulation of the learned helplessness model. This model is an account of why people act in an inappropriately passive way and why they fail to cope with the demands of a situation that seems fully within their competence. According to Seligman (1975), people may act helpless because they have learned to be helpless. The critical element in this learned helplessness is a di- 114 Peterson and Stunkard minished sense of personal control. Thus, learned help- lessness theory is most directly an explanation of why and how personal control can go awry. Less directly, it is an account of how persot]al control can be fostered. According to the learned helplessness model, helpless- ness results from experience with uncontrollable events (Maier & Seligman, 1976). Uncontrollability is defined in terms of the contigency between responses and the out- comes of concern. When events occur regardless of what the subject does or does not do, then the events are uncontrollable. When the subject learns this (non)contin- gency and represents it as an expectation of future un- controllability, learned helplessness occurs. A full explanation of when helplessness does or does not follow uncontrollable events should consider the per- son' s causal interpretation of the events (Abramson, Seligman, & Teasdale, 1978). According to a reformula- tion of helplessness theory that considers these interpre- tations, when people encounter an uncontrollable event, they ask "why?" Their answer dictates their response to uncontrollability (Peterson & Seligman, 1984). Three dimensions of causal explanation are important. An internal explanation ("it' s me") makes self-esteem loss more likely than an external explanation ("it' s the economy"). A stable explanation ("it' s going to last for- ever") leads to more prolonged helplessness than an un- stable explanation ("it' s one of those days"). A global explanation ("it' s going to undermine everything that I do") produces more pervasive deficits than a specific ex- planation ("it' s the heat in that place"). An individual' s causal explanation for uncontrollable events determines the extent of helplessness following these events. Because individuals show a characteristic style of offering causal attributions, what is called their explanatory style, habitually favoring certain types of explanations over others, some people are more at risk for helplessness than others. One' s explanatory style can be measured with a questionnaire developed for this pur- pose (Peterson et al., 1982). An explanatory style in which uncontrollable events are attributed to internal, stable, and global explanations is a risk factor for help- lessness and passivity in the face of uncontrollability, whereas the converse style makes an individual robust and impervious to disruption by failure (Peterson & Seligman, 1984). Recent evidence suggests that stable and global explanations for bad events can be risk factors for physical illness (Peterson & Bossio, 1991). Helplessness theory emphasizes how personal control can be thwarted in one situation and have undesirable consequences in another. Other theories have attempted to depict the other side on the coin, the encouragement of personal control through mastery experiences. The constructs of these theories have different names: learned industriousness, learned resourcefulness, self-control, transfer of persistence, and so on. At the present time, the most thorough such account is that of Dweck (1975; Dweck & Licht, 1980), who contrasts helplessness-ori- ented children with those she calls mastery oriented. These two groups of children differ in the persistence they show in the face of failure. Mastery-oriented children are less likely to acknowledge failure. What appear as set- backs to the observers are regarded by these children as steps toward the final goal. Explanatory style has been frequently investigated, yet important questions remain unexplored (Peterson, 1991). The hypothesized roles of the individual dimensions of explanatory style have not been systematically investi- gated. Also, the attributional reformulation of helpless- ness theory proposes that explanatory style interacts with bad events to produce difficulties, yet the vast majority of studies have not ascertained the occurrence of bad events. Finally, the helplessness model is a process ac- count of how difficulties develop. Because most studies use a cross-sectional design, the presumed sequence of events linking explanatory style and failures of adapta- tion has not been mapped out. Taking Stock Locus of control, self-efficacy, and explanatory style share a family resemblance (Peterson & Stunkard, 1989). Each construct is explicitly cognitive. Each is related to good versus bad functioning and in particular the vigor or passivity with which someone meets the demands of the world. Indeed, the following summary of research findings (Janis, 1983) applies equally well to all three constructs: "Perceived control" is one of the core concepts that has evolved from research bearing on the sense of mastery. Loss of perceived ability to control aversive events, which is strongly influenced by environmental circumstances, is now generally recognized as a major psychological determinant of reactions to stressful life events. When a person notices that protective actions are having little observable effect in bringing an end to an extremely disagreeable experience, his or her initial reaction is usually an upsurge of anger or protest. If the person' s efforts to regain a sense of control con- tinue to be thwarted, he or she is likely to become demoralized. After that happens, the person copes less effectively and ultimately develops profound feelings of helplessness and depression. These extreme reac- tions, which are usually accompanied by apat hy and social withdrawal, are pertinent to bot h mental health and physical health. There is a growing body of evi- dence that the malignant emotional sequence as- sociated with loss of perceived control, which often occurs among people who are ill or incapacitated, not only increases subjective suffering but also impedes Cognates of Personal Control 115 physical recovery and sometimes leads to untimely death. Fortunately, however, there is also evidence that the malignant sequence can be prevented or inter- rupted by psychological interventions that enable dis- tressed people to see themselves as having sufficient control over what happens to them to cope success- fully. (p. 10) In view of the conceptual and empirical overlap, should we regard these different cognates of personal control as interchangeable? Are they simply different ways of talk- ing about the same psychological phenomena? We think not. Locus of control, self-efficacy, and ex- planatory style do have similar correlates, but if we are content with this summary statement, we give up any attempt to explain j ust why these beliefs translate them- selves into effective coping on the one hand versus inef- fective coping on the other. Each construct is defined within an explicit theory, and the theories themselves differ concerning the determinants of action and emo- tion. Collapsing these constructs reduces the benefits of having a theory in the first place. The meanings of these three cognates of personal con- trol are far from identical. Locus of control refers to one' s generalized expectancies about the origin of re- wards and punishments in the world, self-efficacy refers to one' s belief about whether a given behavior can be enacted, and explanatory style refers to one' s habitual way of explaining the causes of events. These three con- cepts are clearly distinct. An individual with an internal locus of control may offer external causal explanations: "I f I am charming, I will be offered the j ob, but whether or not I am charming depends on the mood of the inter- viewer." Individuals may entertain efficacious beliefs about their ability to perform a given behavior indepen- dently of their locus of control or explanatory style. Each cognate exists at a different level of abstraction and generality. Locus of control and explanatory style are, by definition, predispositions to more specific thoughts and beliefs that in turn are the proximal deter- minants of action and emotion. Self-efficacy, in contrast, is defined as one of these proximal determinants. Al- though whether people can be characterized as generally efficacious or not is an empirical question, certainly no researcher should start with this assumption. Some ques- tionnaires purport to measure "general" self-efficacy, quite apart from specific behaviors, but they are not doing the concept justice. Each cognate has its richest--perhaps its onl y--mean- ing within its particular theory. The widespread tendency to pull a personal control cognate out of its theoretical context and include its measure in a questionnaire bat- tery is apt to yield exactly what we find: an array of modest correlates yet no crisp conclusions about why variables cohere as they do. Each cognat e- - by definition--is expected to predict some aspect of behavior. Prediction woul d be bolstered and explanation aided, however, if researchers also t ook into account the other determinants of behavior explic- itly recognized by Rotter, Bandura, and explanatory style theorists. Locus of control should be measured in conjunction with a person' s sense of the reinforce- ment value of particular activities; self-efficacy should be looked at along with outcome expectancies; explana- tory style should be studied along with the actual causal texture of settings. Common to all these theories is the need to locate people in the environments in which they behave. These research traditions can be sensibly bridged only by bringing constructs together with their full theoretical meanings. Simply including measures of all three con- structs in a battery may not be informative. No doubt correlations in the .30 range would be obtained (Mischel, 1968), but so what? Longitudinal studies would be more informative. If these notions do interact, it is over time. As generalized predispositions, locus of control and explanatory style might influence one' s efficacy in particular settings. Yet one could argue as well that they should influence one' s outcome expectancies more than efficacy expectancies because they are beliefs about the world, not simply about one' s own abilities. Interestingly, the more exact parallels among these theories are in Bandura' s outcome expectancy. Each the- ory assigns an important role to one' s expectation about the relationship between behaviors and outcomes; in- deed, expectation arguably is the crucial determinant of behavior in each theory. Yet what has interested re- searchers, including those who proposed each theory, is not the part of the theory stressing expectation but rather the part stressing personal control. These different notions may each do their best j ob within some given domain of behavior. To judge simply from the most popul ar areas of work, locus of control accounts for perseverance, self-efficacy for behavior change, and explanatory style for demoralization. I f re- searchers played these domains off against one another, evidence for the discriminant validity of these cognates might result. The correlates of locus of control, self-efficacy, and explanatory style might l ook more distinct than they currently do if criterion measures were selected for ex- plicitly theoretical reasons. Explanatory style, for exam- ple, has been frequently looked at in relation to depres- sion. Theoretically, however, the severity of depressive symptoms need bear no particular relationship to a "de- pressive" explanatory style. Rather, the duration and generality of depressive symptoms should be under the sway of explanatory style. Investigations of this theoreti- cally crisp hypothesis are virtually nonexistent. 116 Peterson and Stunkard Locus of cont rol , self-efficacy, and expl anat ory style have become popul ar most l y because of the availability of st rai ght forward quest i onnai re measures. In each case, however, measurement is far f r om finished business. The questionnaires used t o ascertain locus of cont rol and expl anat ory style have been criticized, and at t empt s t o bolster their reliability and val i di t y are ongoi ng (e.g., Pet erson & Villanova, 1988). Bandur a' s procedure of assessing self-efficacy by ask- ing subjects t o make simple confidence ratings has not oft en been criticized, perhaps because it seems so face valid. Nonetheless, in view of the mi croanal yt i c strategy favored by Bandura, reactivity on the part of subjects may t hreat en some of the obt ai ned results. Rat i ng one' s self-efficacy i mmedi at el y before engaging (or not) in the behavi or in quest i on mi ght create stronger links be- tween self-efficacy and behavi or t han actually exist. Bandur a (1982a) has argued against this possibility, but we still suspect t hat it may occasionally conf ound research. Anot her measurement issue pertains t o the possible semantic overlap between quest i onnai re items used t o operationalize these different cognates of personal con- trol. The theoretical distinctiveness of these const ruct s may be bl urred by the extent t o which specific question- naire items reflect more t han one construct. To answer an expl anat ory style quest i onnai re item by offering the attri- but i on t hat a bad event happened because "I coul dn' t help mysel f" is t o offer a self-efficacy appraisal. Researchers investigating two or more of these personal cont rol cog- nates are advised t o scrutinize closely the part i cul ar opera- tionalizations t hey empl oy t o eliminate or cont rol for items t hat t ap more t han one const ruct (Nicholls, Licht, & Pearl, 1982). It is premat ure t o regard personal cont rol as a mono- lithic not i on. Overlap exists among such well-known constructs as locus of control, self-efficacy, and explana- t ory style, but the differences are j ust as i mpor t ant as the similarities. The differences may be the most interesting aspects of these constructs, which means t hat we shoul d bridge these research t radi t i ons wi t h care so as not t o strip away theoretical subtlety. Psychol ogy has l ong suf- fered f r om a lack of consensus about its appropri at e units (Allport, 1937). Al t hough there is agreement about the i mport ance of personal cont rol , this does not mean t hat we yet know how best to conceptualize it. REFERENCES Abramson, L. 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