摘要：The goal of the present research was to compare the academic achievement in students with internal and external perceived locus of causality in classroom. Participants were 126 students aged between 12 and 14 years from Iran. Questionnaire was used to assess perceived locus of causality. Both conceptual and rote learning were assessed in relation to academic achievement. Results shown that students who had perceived locus of causality into the internal in classroom had more conceptual learning than students who had experienced external perceived locus of causality. Such results were not found for rote learning. It appears that internal and external perceived locus of causality are equally effective in predicting a literal memorization of the learning material as internal perceived locus of causality. Since internal perceived locus of causality predict more conceptual learning variance than controlling style, autonomy-supportive motivational style should be encouraged to promote adolescents’ conceptual learning in classrooms.
