Investigation the relationship of locus of control, personality traits, self-esteem and religiosity orientation with discipline desired behavior

Document Type : Research Paper


1 Lecture of Islamic Azad University, Branch of Mashhad, Department of psychology, Mashhad, Iran

2 Ph.D. student in psychology, Islamic Azad University, Branch of Varamin-Pishva, Young Researchers Club, Varamin, Iran


Introduction: Psychological constructs such as locus of control, personality traits, self-esteem and religiosity orientation play an important role in creating discipline desired behavior. This research aimed to investigate the relationship between locus of control, personality trait, self-esteem and religiosity with discipline desired behavior.
Materials and Methods: This is a descriptive analytical study of correlation type. The statistical population includes all students in English language, elementary education and family study of Islamic Azad University of Mashhad unit in 2013-14 academic years. For this research, 200 students (134 girls and 66 boys) were selected using stratifies randomly sampling. All of them completed the questionnaires of locus of control, personality trait, self-esteem, religiosity and discipline desired behavior. The data were analyzed with using the SPSS-19 software and by method of step wise regression.
Results: The findings showed a positive and significant relationship between internal locus of control, openness, Agreeableness, conscientiousness, self-esteem, internal religiosity in level (P<0.01) and extroversion in level (P<0.05) with discipline desired behavior and a negative and significant relationship between neuroticism in level (P<0.05) with discipline desired behavior. Conscientiousness, self-esteem, neuroticism and internal religiosity in one predicted model predicted 46 percent of variance of discipline desired behavior and also share of conscientiousness in prediction discipline desired behavior was over of other variables.
 Conclusion: The most important predictor of discipline desired behavior was conscientiousness, self-esteem, neuroticism and internal religiosity. So in order to increase discipline desired behavior, the first is to teach conscientiousness and self-esteem, then offer ways for reduce conscientiousness and finally teach internal religiosity.


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