CRITIQUE PAPER

IN PARTIAL FULFILMENT

OF THE REQUIREMENTS FOR THE COURSE PSYCH 2

PSYCHOLOGICAL STATISTICS

BY

JASENROSE N. DEL MAR

NOVEMBER 2024
 PUBLISHED RESEARCH

Title: Control Yourself! Examining the Dimensions of Eudaimonic Psychological Well-Being as

Related to Locus of Control Using Structural Equation Modeling
Author: Tionna M. Hough*, Heather A. Labansat, T. Forest Moore, Rene Wallace, Kristina
Higgins
Source: Advanced Journal of Social Science( ISSN: 2581-3358) Volume 8, Issue 1, pp. 246-255,
2021

Background of the Problem

Historically, psychological research focused on dysfunction—its causes and remedies.

However, positive psychology shifted attention to individual strengths that enhance well-being. It

explores the relationship between locus of control and psychological well-being.

This study focuses on the six dimensions of psychological well-being: self-acceptance,

positive relationships, autonomy, environmental mastery, purpose in life, and personal growth. It

aims to affirm that an internal locus of control predicts higher psychological well-being.

Structural equation modeling (SEM) is employed to examine how each dimension of eudaimonic

well-being influences overall well-being and relates to locus of control. Together, these six

dimensions shape the overall relationship with locus of control.

Locus of control, as defined by Rotter, refers to the belief in one’s ability to control life

events. It distinguishes between external and internal orientations, where individuals with an

internal locus of control view themselves as having greater agency over outcomes. Research

consistently shows that positive feelings about oneself and one’s life are linked to numerous
benefits, including better physical health, improved relationships, and enhanced overall well-

being. Studies also indicate that higher psychological well-being is associated with stronger

immunity, faster recovery from illnesses, and greater longevity. Furthermore, individuals with

higher psychological well-being tend to be more hospitable, enjoy happier relationships, and

maintain better mental health.

This study aims to achieve two primary objectives. First, it seeks to confirm existing

findings on the positive relationship between an internal locus of control and higher

psychological well-being. Second, it aims to expand this understanding by utilizing structural

equation modeling to assess the individual impact of each dimension in Ryff’s (1989)

eudaimonic well-being model on overall psychological well-being and its connection with locus

of control.

SCHEMATIC DIAGRAM

Below is the schematic diagram of the study. It follows the Input-Process-Output or the

IPO model.
 Locus of Control

Objectives of the Study

The objectives of current quantitative study are:

(a) Repetition and validation of knowledge regarding the correlation between factors and

(b) Further analyzing the relationship between locus of control (LOC) and the six dimensions in

Ryff's model of eudaimonic physical well-being (PWB), which are combined to assess one's

psychological welfare through the structural equation model (SEM).

Hypothesis

Alternative Hypothesis (Ha): People who believe they have control over their lives (internal locus

of control) tend to feel happier and have a stronger sense of psychological well-being compared

to those who think external factors determine their lives.

Null Hypothesis (Ho): There is no meaningful connection between how much control someone

feels they have over their life and their overall psychological well-being.

Types of research

Cross Sectional Analysis – Descriptive and Quantitative Research

Sampling Methods Used

The study involved 267 participants: 184 women, 76 men, and 7 individuals who chose

not to disclose their gender. Participants were recruited using convenience sampling methods,

such as social media platforms like Facebook, Twitter, and Instagram, as well as through flyers.

To take part in the study, individuals had to be at least 18 years old, with ages ranging from 18 to

over 80. Anyone who didn’t complete the entire survey was not included in the final analysis.

Participants were informed that the survey would focus on psychological well-being but weren’t

told the exact purpose of the study. All responses were kept anonymous to protect privacy.

Instruments Used

Participants completed the survey online through a Qualtrics link. The survey included a

demographics questionnaire, the Locus of Control scale, and Ryff’s Scales of Psychological

Well-being.
 To measure their locus of control, participants answered the Internal-External Locus of

Control Scale. This scale uses 29 pairs of statements where participants choose between two

options to determine whether they lean toward an internal or external locus of control.

To assess psychological well-being, participants completed Ryff’s Scales of

Psychological Well-being. This survey consists of 42 questions divided into six areas: self-

acceptance, positive relationships with others, autonomy, environmental mastery, purpose in life,

and personal growth.

Statistical Tools Used

To explore the connection between psychological well-being and locus of control, a

Pearson correlation analysis was conducted to see the overall relationship between the two.

Next, a confirmatory factor analysis was done to examine how the six aspects of

psychological well-being—like self-acceptance and personal growth—contribute to the overall

concept of well-being.

Finally, structural equation modeling was used to understand how each dimension of

psychological well-being affects overall well-being and, in turn, how this influences a person’s

sense of control over their life.

Conclusion

This study found that people who feel in control of their lives (internal locus of control)

generally have better psychological well-being, especially in areas like self-acceptance, having a
sense of purpose, and managing their environment. The findings suggest that helping people

develop a stronger sense of control over their lives could improve their overall well-being. For

example, focusing on self-acceptance or finding purpose might also make someone feel more in

control. These insights could be useful for therapists and researchers, showing that working on

one’s sense of control and well-being together can have a positive impact. Future research should

explore ways to help people find this balance for the best results.

Critique:

This paper presents a solid and well-structured study with clear research objectives and a

concise summary of the key findings. It provides valuable insights into the relationship between

locus of control (LOC) and psychological well-being, particularly in the context of eudaimonic

well-being, which focuses on personal growth, purpose, and fulfillment. The study is notable for

its use of structural equation modeling (SEM), which allows for a detailed exploration of the

connections between these two concepts. However, there are some strengths and weaknesses

throughout various sections of the paper, including the abstract, introduction, methodology,

results, and discussion.

In the abstract, the strengths lie in the clear formulation of the research objectives and a

brief yet informative summary of the findings. The study’s emphasis on the negative correlation

between locus of control (LOC) and psychological well-being (PWB) is clearly presented, with
an emphasis on how the use of structural equation modeling (SEM) contributes to a more detailed

investigation of this relationship. This method helps to shed light on the complexities between

these two variables. However, a notable weakness is the lack of sufficient contextualization.

While the abstract provides a summary of the findings, it does not give enough background

information on the significance of studying LOC and PWB. Additionally, the abstract does not

reference existing literature on these topics, which leaves the reader without a clear

understanding of the research's broader context or why these concepts are important to explore in

the first place. Without this foundation, the reader may find it difficult to fully grasp the

relevance and significance of the study's findings.

In the introduction and methodology sections, the study clearly outlines its two main

objectives: replication and expansion. It also effectively justifies the use of Structural Equation

Modeling (SEM) to explore the relationship between locus of control (LOC) and psychological

well-being (PWB). One of the study's strengths is the inclusion of a diverse age range in the

participant sample, which helps improve the generalizability of the findings. However, there are a

few areas that could have been addressed more thoroughly. While the paper acknowledges the

gender imbalance in the sample, it doesn’t go into much detail about how this might impact the

results or the implications of this disproportion. Additionally, the study mentions that the data is

self-reported, but it doesn't explore in-depth the potential biases and limitations that come with

using self-reported information, which could affect the accuracy of the results.

In the results and discussion sections, the paper does a great job with its statistical

analyses, including Pearson correlations, confirmatory factor analysis, and SEM, which provide a

comprehensive understanding of the LOC-PWB relationship. The discussion of practical

implications for clinical practice and interventions is particularly valuable, offering insights that
could be applied in real-world settings. However, the paper places a bit too much focus on the

benefits of an internal locus of control. While it does mention that an overly internal locus could

have negative effects, it would be useful to explore this idea further to offer a more balanced

view. The suggestions for future research are helpful, but they could be more specific to guide

researchers interested in building on this study and advancing the field.

Overall, the study provides important insights into the relationship between locus of

control and psychological well-being, especially in terms of eudaimonic well-being. Despite

some limitations, like the gender imbalance and potential biases from self-reporting, the research

contributes meaningfully to the existing literature. The practical implications discussed in the

paper also enhance its relevance for real-world clinical settings, making the findings applicable

and useful.
 UNPUBLISHED PAPER

TITLE: Impacts of Internet Dependence to the Academic Performance of Grade 11 Students

AUTHOR: Celine A. Ekit, Gerwin P. Dela Cruz, Jasenrose N. Del Mar, Jaylou L. Villamel,
Jenilyn E. Aying, Shinee Rose A. Luzana
SOURCE: Data collected from General Academic Strand students at Jimenez National
Comprehensive High School.

Background of the Study

The internet has significantly impacted education by enabling students and teachers to

utilize diverse technologies to enhance learning. With support from the Philippine Department of

Education, internet use in schools has evolved from simple communication to an essential tool for

interaction, research, and learning, making it a powerful medium for disseminating education

widely.

In today's academic environment, the internet plays a vital role at every stage, including

teaching, research, and learning. Its easy access to e-books, information searches, and support for

completing tasks has become critical in enhancing student academic achievement. This highlights

how internet resources and services aid students in expanding their learning and completing

academic and extracurricular activities.

 However, increasing dependence on the internet among students has also been observed.

Excessive internet use can lead to a phenomenon known as internet dependency or internet

addiction, which refers to the overuse of the internet to the detriment of one’s physical,

intellectual, vocational, or social well-being.

Many school students, particularly those at Jimenez National Comprehensive High

School, now use the internet not only as a source of information but also for entertainment. The

internet has broadened their access to academic resources, research materials, and assignments,

enabling them to connect with knowledge worldwide. While the majority use the internet

regularly, some become overly reliant on it. For these students, internet dependence may result in

serious negative consequences. If such issues are overlooked while internet usage continues to

rise, internet dependency is likely to develop.

Schematic Diagram

Academic Performance
Internet Dependence
(measured by GPA)
Independent Variable
Dependent Variable

Age
Purpose of Internet Access
Amount of Time Spent on the Gender
Internet Strand
Mediating Variable
Mediating Variable
Hypothesis

The following are the null hypotheses of this study:

H0: There is no significant relationship between internet dependence and the academic

performance of Grade 11 students as measured by GPA.

H1: There is a significant relationship between internet dependence and the academic

performance of Grade 11 students as measured by GPA.

Type of Research

Quantitative research method with a correlational design.

Sampling Method Used

Simple random sampling was employed to select participants from the research population

of 236 Grade 11 students from the four distinct sections in Grade 11 at Jimenez National

Comprehensive High School.

Instruments Used

The tool used in the study was a questionnaire-checklist that combined three sections. The

first section pertained to the background information of the respondents, including their name,

age, gender, strand, and GPA. The second section obtained information on the respondent's

internet access, using a dichotomous and multiple-response questions with provided answer

choices. Finally, the third section utilizes a researcher-made 15-item Internet Dependence Test

(IDT). The 15-item IDT researcher-made questionnaire assesses the level of internet dependence

of the students for academic purposes. Respondents respond to each statement with a number

between 0 and 5, representing a Likert scale continuum, indicating how much they agree with the

statement.

Statistical Tools Used (Descriptive/Inferential)

The data that were gathered in the study were analyzed using the weighted mean, standard

deviation, and frequency distribution, and a z-test and p-value of <0.05 was considered

statistically significant.

Conclusion

a.) The study concluded that internet dependence has a significant positive relationship with

the academic performance of Grade 11 students at Jimenez National Comprehensive High

School, supported by a p-value of less than 0.05, indicating statistical significance.

 b.) The findings revealed that most students use the internet for academic purposes, spending

3–4 hours daily online. The majority of respondents (77.78%) agreed that moderate internet

dependence improved their academic performance.

c.) With a mean Internet Dependence Test score of 42.63, 63.89% of respondents

demonstrated moderate internet dependence, emphasizing the need for balanced use. The

study suggests providing free Wi-Fi zones in schools to enhance students' academic

outcomes.

Critique

The research on the relationship between internet dependence and academic performance

among Grade 11 students at Jimenez National Comprehensive High School demonstrates

significant strengths in its approach, methodology, and findings. The study is grounded in a well-

defined objective: to assess how internet use impacts students' academic performance. The use of

a quantitative correlational design is appropriate for measuring relationships between variables,

particularly given the statistical tools employed, including weighted mean, standard deviation,

and z-test, with a p-value of <0.05 considered significant. The stratified random sampling method

ensured that the 144 respondents represented the population effectively, adding to the reliability

of the findings.

A noteworthy strength is the researcher-designed 15-item Internet Dependence Test

(IDT), which provides a tailored approach to measuring internet dependence specifically for
academic purposes. The results are statistically significant, showing a positive correlation

between moderate internet dependence and improved academic performance. This aligns with the

finding that most students use the internet for academic tasks, spending 3–4 hours daily online.

The conclusion, supported by quantitative evidence, emphasizes the value of responsible internet

use and proposes a practical recommendation to provide free Wi-Fi zones in schools—addressing

both academic enhancement and accessibility.

Despite these strengths, the study has notable limitations. While it highlights the positive

correlation, the research does not sufficiently explore the potential negative effects of excessive

internet use, such as addiction or its impact on physical and social well-being. This omission is

significant, given the background discussion of internet dependency as a phenomenon with

potential adverse consequences. Additionally, the study's focus on a single school limits its

generalizability. Expanding the sample to include multiple schools or regions would strengthen

the applicability of the findings.

Another area for improvement lies in the exploration of mediating variables such as

parental supervision, type of online activities, or socio-economic factors that may influence both

internet dependence and academic outcomes. Incorporating a qualitative component, such as

interviews or focus group discussions, could provide deeper insights into students' behaviors,

motivations, and challenges related to internet use.

In conclusion, the research effectively underscores the benefits of moderate internet use

for academic purposes, providing actionable recommendations for school administrations.

However, it also leaves room for broader investigation into the complexities of internet

dependency and its multifaceted impact on students' academic and personal lives. Addressing

these gaps in future studies would create a more holistic understanding of the role of internet use

in education.