Locus of control, the use of self controlling responses and arithmetic performance

Recently in both clinical and experimental research fields, there has been a shift in emphasis from the use of externally based contingencies to self-generated contingencies or cognitive processes of the individaul and how they influence behaviout. Studies have shown that self-control procedures are capable of producing change in a variety of problem behaviours, such as obesity, depression and disruptive classroom behaviour. However, little research has been directed towards applications in normal classroom settings. Kanfer's model, drawn from social learning theory, has been influential in this field. He proposes a three step sequence in which self-recording, self-evaluation and self-reinforcement are seen as critical varibles determing effective self-regulation. Self-instruction has also been investigated extensively and found to be a successful technique in producing self-control of behaviour. It is not yet clear whether this process can be explained as a variant of the self-reinforcement component of Kanfer's model or whether a new model needs to be developed to fully explicate the process. Despite a growing interest in this area as evidenced by increasing numbers iof studies published, it is too early to make definitive conclusions, regarding how necessary components are to the self-control process because of conflicting results. This lack of uniformity of results may be due to the effects of differing conditions under which the research was carried out. or it may be due to individual differences in subjects. [...]