Используя понятие «локус контроля»,

Используя понятие «локус контроля», можно объяснить поведение ученика, исходя из того, откуда, согласно его ощущениям, исходит контроль за достигнутыми им результатами: изнутри или извне. Ученики, которые ощущают внутренний контроль, считают, что они могут влиять на собственные результаты посредством своих способностей, умений или усилий. Ученики, которые ощущают внешний контроль, считают, что они не могут сами регулировать свои результаты; они полагают, что ими управляют внешние силы. Важно, что ощущение локуса контроля может оказывать дифференцированное воздействие на выполнение работы и на чувство удовлетворенности ею.

Результаты (английский) 1:

Using the concept of "locus of control", you can explain the behavior of the pupil, on the assumption that, where, according to his feelings, is based on monitoring of its achievements: from the inside or from the outside. Students who feel the internal control, believe that they can influence their own results through their abilities, skills or effort. Students who feel the external control, believe that they cannot regulate their results; they believe that they're managed by external forces. It is important that a sense of locus of control may have a differential impact on performance and sense of satisfaction.

Результаты (английский) 2:

Using the concept of "locus of control", can be explained by the behavior of the student, based on where, according to his feelings, comes control over the results achieved by them, inside or outside. Students who feel the inner control, believe that they can influence outcomes through their own abilities, skills or effort. Students who feel the external control, believe that they can not regulate their own results; they believe that they are controlled by external forces. It is important that a sense of locus of control may have a differential impact on the performance of work and a sense of satisfaction with it.

Результаты (английский) 3:

using the concept of locus of control, can explain the behavior of students on the basis of where, according to his feelings, is achieved by monitoring their results: from inside or outside. the students who are the internal controls, believe that they can influence their own results through their talent, skill or effort. students who are external control, think that they can manage their results, they feel that they are ruled by the external force. it is important that a locus for control can have a differential impact on performance and on the sense of satisfaction.