TY  - RPRT
A1  - Caliendo, Marco
A1  - Cobb-Clark, Deborah A.
A1  - Silva-Goncalves, Juliana
A1  - Uhlendorff, Arne
T1  - Locus of control and the preference for agency
T2  - IZA discussion paper
N2  - We conduct a laboratory experiment to study how locus of control operates through people's preferences and beliefs to influence their decisions. Using the principal-agent setting of the delegation game, we test four key channels that conceptually link locus of control to decision-making: (i) preference for agency; (ii) optimism and (iii) confidence regarding the return to effort; and (iv) illusion of control. Knowing the return and cost of stated effort, principals either retain or delegate the right to make an investment decision that generates payoffs for themselves and their agents. Extending the game to the context in which the return to stated effort is unknown allows us to explicitly study the relationship between locus of control and beliefs about the return to effort. We find that internal locus of control is linked to the preference for agency, an effect that is driven by women. We find no evidence that locus of control influences optimism and confidence about the return to stated effort, or that it operates through an illusion of control.
KW  - locus of control
KW  - preference for agency
KW  - decision-making
KW  - beliefs
KW  - optimism
KW  - confidence
KW  - illusion of control
Y1  - 2023
U6  - https://doi.org/10.2139/ssrn.4416820
SN  - 2365-9793
VL  - No. 16061
PB  - Elsevier
CY  - Amsterdam
ER  - 
TY  - JOUR
A1  - Börnert-Ringleb, Moritz
A1  - Westphal, Andrea
A1  - Zaruba, Nicole
A1  - Gutmann, Franziska
A1  - Vock, Miriam
T1  - The relationship between attitudes toward inclusion, beliefs about teaching and learning, and subsequent automatic evaluations amongst student teachers
JF  - Frontiers in education
N2  - Teachers' attitudes toward inclusion are frequently cited as being an important predictor of how successfully a given inclusive school system is implemented. At the same time, beliefs about the nature of teaching and learning are discussed as a possible predictor of attitudes toward inclusion. However, more recent research emphasizes the need of considering implicit processes, such as automatic evaluations, when describing attitudes and beliefs. Previous evidence on the association of attitudes toward inclusion and beliefs about teaching and learning is solely based on explicit reports. Therefore, this study aims to examine the relationship between attitudes toward inclusion, beliefs about teaching and learning, and the subsequent automatic evaluations of pre-service teachers (N = 197). The results revealed differences between pre-service teachers' explicit attitudes/beliefs and their subsequent automatic evaluations. Differences in the relationship between attitudes toward inclusion and beliefs about teaching and learning occur when teachers focus either on explicit measures or automatic evaluations. These differences might be due to different facets of the same attitude object being represented. Relying solely on either explicit measures or automatic evaluations at the exclusion of the other might lead to erroneous assumptions about the relation of attitudes toward inclusion and beliefs about teaching and learning.
KW  - inclusion
KW  - attitudes
KW  - teaching
KW  - automatic evaluation
KW  - beliefs
KW  - implicit
Y1  - 2020
U6  - https://doi.org/10.3389/feduc.2020.584464
SN  - 2504-284X
VL  - 5
PB  - Frontiers Media
CY  - Lausanne
ER  - 
TY  - JOUR
A1  - Civitillo, Sauro
A1  - de Moor, Jan M. H.
A1  - Vervloed, Mathijs P. J.
T1  - Netherlands: An exploratory study
JF  - Support for Learning : British Journal of Learning Support
N2  - Teachers’ beliefs are crucial to the success of inclusion programmes and reform efforts for children with special educational needs (SEN). Based on this evidence, one hundred and thirty-nine primary pre-service teachers from one training institution in the Netherlands completed an adapted version of a measure of beliefs towards inclusive education. In contrast to previous studies on pre-service teachers, results of this study showed participants held neutral or negative beliefs towards this matter. In addition, limited time for pupils received the highest rating as a barrier to inclusion, whereas direct teaching experience was the most preferred method of inclusion. The implications of this study for practice and indications for future research are discussed.
KW  - inclusive education
KW  - pre-service teachers
KW  - training teachers
KW  - beliefs
Y1  - 2016
U6  - https://doi.org/10.1111/1467-9604.12119
SN  - 0268-2141
SN  - 1467-9604
VL  - 31
SP  - 104
EP  - 121
PB  - Wiley
CY  - Hoboken
ER  -