Students tending toward a more internal locus of control are more academically successful, thus encouraging curriculum and activity development with consideration of motivation theories.
Those with an external locus of control believe that outside forces, chance, and luck determine situations and that their actions can not change anything.
Before this time, attribution theorists and locus of control theorists had been largely concerned with divisions into external and internal loci of causality.
It differs from locus of control by relating to competence in circumscribed situations and activities (rather than more general cross-situational beliefs about control).
