The relationship between the self-perception of psychological empowerment and perceived control in a university population

• Main Author: Markow, Jody R.
• Other Authors: Mager, George C. (advisor)
• Format: Others
• Language: en
• Published: McGill University 1994
• Subjects: Self-perception
• Online Access: http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26292

This study explored the self-perception of psychological empowerment in a classroom setting. Specifically, the purpose of this research was to determine if the self-perception of psychological empowerment was related to perceived control and academic achievement in a population of university students. Subjects consisted of 24 students between the ages of 22 and 37. The majority of the subjects were enrolled in a diploma program in the Faculty of Education at McGill University. These students had all completed a previous university degree and were working towards teacher certification. === The primary methods of data collection consisted of an empowerment survey, a locus of control measure specific to achievement goals, and an interview with two key informants from the sample. === Results indicated that those students who perceived themselves to be empowered (Y Emp) reported a significantly more external locus of control than those students who did not perceive themselves to be empowered (N Emp). Descriptive data from the empowerment survey and the interview suggested that there were mitigating circumstances which were of direct concern to the sample and which might account for the results. The findings offer tentative support for the context specific nature of empowerment as predicted by empowerment theory. === Consideration is given to the diverse ways that empowerment can be conceptualized and the implications of this for a student population. Some suggestions for further research are offered.