I Headnotes and indexes are copyrighted and may not be duplica.docx

I Headnotes and indexes are copyrighted and may not be
duplicated by photocopying, printing.
I or other means without the express permission of the
publishers. 1 -800-351-0917
43 Fla. L. Weekly S512 SUPREME COURT OF FLORIDA
Committee later submitted a revised proposal in response to
comments. While we
generally approve the Committee's revisions, the revised
proposal would have allowed
twenty days[ ratherthan ten, to serve a reply brief. In order to
maintain consistency with
otherprovisions in rule 9.146(g)(3)(B), we haverevised the
Committee's proposal such
that parties are allowed twenty days to respond after the last
initial brief, and ten days
to respond after the last answer brief.
3Wehave revised the Committee's proposal to refer specifically
to requirements for
electronic service in Rule ofJudicial Administration 2.516(b).
"See CoastalDev. ofN. Fla.,Inc. v. City ofJacksonville Beach,
788 So. 2d 204,205
footnotes.

(a) Florida Supreme Court.
(111887-present: Fenelonv. State. 594 So. 2d 292 (Fla. 1992).
{211846-1886: Livingston v. L 'Engle, 22 Fla. 427 (1886).
J ±' C-fl&LL/fl 1
n.3(Fla.20CII); Fla. Power &Light Co. v.CityofDania,76l So.2d
1089,1094 (Fla.
2000) ("No statewide criterion exists at this time."); see also
Broward Cty. v. G.B. V.
Intern., Ltd.
Anstead,J.)
, 787 So. 2d 838, 849-53 (Fla. 2001) (Pariente, J., dissenting,
joined by
(LEWIS, J., concurring in part and dissenting in part.) I dissent
because there is no need to amend the rule with regard to
joinder on
appeal. This amendment is likely to generate more confusion
than
clarity. I concur with the remainder ofthe amendments.
! * * *
I ■
! ..■■■■

Rules of Appellate Procedure—Amendment—Uniform Citation
System
IN RE: AMENDMENTS TO FLORIDA RULE OF APPELLATE
PROCEDURE
9.800. Supreme Court of Florida. Case No. SC17-999. October
25,2018. Original
Proceeding—Florida Rules of Appellate Procedure. Counsel:
Courtney Rebecca
Brewer, Ch lir, Appellate CourtRules Committee, Tallahassee,
Kristin A. Norse, Past
Chair, App sllate Court Rules Committee, Tampa; and Joshua E.
Doyle, Executive
Director, and Heather Savage Telfer, Staff Liaison, The Florida
Bar, Tallahassee, for
Petitioner.
(PER CUjRIAM.) This matter is before the Court for
consideration of
proposed, amendments to Florida Rule ofAppellate Procedure
9.800
(Uniforn
Fla. Cons t.
TheFlorida Bar's Appellate CourtRules Committee (Committee)

proposes
uniform
proposal
Citation System). We havejurisdiction. See art. V, § 2(a),
amendments to rule 9.800 to substantially update the
citation formats provided in that rule. The Committee's
to amend the rule was first presented to the Court in the
Commirt 5e' s regular-cycle report ofproposed rule amendments
in In
re Amendments to the Florida Rules ofAppellate Procedure—
2017
Regular-Cycle Report, No. SC17-152 (Fla. report filed Jan. 31,
2017).' The Court, on its own motion, entered an order directing
that
the proposed amendments to rule 9.800 be severed and
addressed in
the instant case. See In re Amends, to Fla. Rules ofApp. Pro.—
2017
Regular-CycleReport,No. SC17-152 (Ha. order filed May
31,2017).
Wehave fully considered the Committee's proposed

amendments.
Weadopt many ofthe Committee's proposed amendments.
However,
we have revised a number of the Committee's proposals.
Accordingly, we amendFlorida Ruleo£A^idla!eProcedure 9.800
as set forth in the appendix to this oranionTNew language is
mdicat&d
by underscoring; deletions are indicated by struck-through type.
The ]
amendments shall become effective January 1,2019, at 12:01
a.m. J
It is ijo ordered. (CANADYCJ., and PARIENTE, LEWJS,
QUINCE, POLSTON, LABARGAyand LAWSON, JJ., conc*S)
'The Board ofGovernors ofThe Florida Bar unanimously
approved the proposed
amendments. The Courtpublished the amendments to rule 9.800
along with the other
proposals in Case No. SC17-152 [43 Fla. L. Weekly S508c]. No
comments were filed
addressing jule 9.800.
APPENDIX
RULE 9.800. UNIFORM CITATIONSYSTEM
This rule applies to all legal documents, including court
opinions.

Except for citations to case reporters, all citation forms should
be
spelled ojjt in full if used as an integral part of a sentence either
in the
text or in footnotes. Abbreviated forms as shown in this rule
should be
used if the citation is intended to stand alone either in the text
or in
(3) For recent opinionscases not yetpublished in Ons-Southem
Reporter, cite to Florida Law Weekly: Traylor v. State, 17 Fla.
L.
Weekly S42 (Fla. Jan. 16,1992). Ifnot therein, cite to the slip
opinion:
Medina v. State, No. SC00-280 (Fla. Mar. 14, 2002). With a slip
opinion cite, citations to Westlaw: Singh v. State, No. SC10-
1544,
2014WL7463592 (Fla. Dec. 30.2014). orLEXIS: Johnston v.
State,
No. SC09-839.2010Fla. LEXIS 62 (Fla. Jan. 21.2010). may also
be
provided.
(b) Florida District Courts ofAppeal.
/1 C.if.-J.iii j.i v ?f.-iftj *P.n ' *Vi ?.H 'ill (TTIj ?A DPA
i.J ZJC7R7Fl77Zgc7v TJTUlc, *J~>Jvju. £Q JTt ^x la.£U

LJK^n.
VmfiBuncayo v. Dribin, 533 So. 2d 935 (Fla. 3d DCA 1988);
Sotoloneo v. State, 530 So! 2d 514 (Ha. 2d DCA1988).
(2) For recent opmionscases not yet-published in Southern
Reporter, cite to Florida Law Weekly: Myers v. State, 16 Fla. L.
Weekly D1507 (Fla. 4thDCAJune5,1991). Ifnottherein, cite to
the
slip opinion: Fleming v. State, No. lD01-2734(Fla.
lstDCAMar.6,
2002). With a slip opinion cite, citations to Westlaw: Williams
v. State,
No. 2D14-2438.2014 WL3418358 (Fla. 2dDCAJune 12.2014).
or
LEXIS: Minakan v. Husted, No. 4D09-4439,2010 Fla. App.
LEXIS
288 (Fla. 4th DCA Jan. 20.2010). may also be provided.
(c) Florida Circuit Courts and County Courts.
(1) Wliidden v. Francis, 27 Fla. Supp. 80 (Fla. 11th Cir. Ct.
J96eCircuit Court: State v. Ruoff. 17 Fla. L. Weekly Supp. 619
(Fla.
17th Cir. Ct. Feb. 13.2010)
(2) State v. Alvarez, 42 Fla. Supp. 83 (Fla. Dade Cty. Ct.

Court: Gables Ins. Recovery v. Progressive Am. Ins.
Co., 22 Fla. L. Weekly Supp. 637 (Miami-DadeCtv. Ct. Oct.
8.2014).
(3) For opinionscases not published in Florida Law Weekly
Supplement, cite to Florida Law Weekly Supplement: State v.
Ruoff,
17 Fla. L. Weekly Supp. 619 (Fla. 17th Or. Ct. Feb.
13.20lO)Florida
Supplement or Florida Supplement Second: Whidden v. Francis,
27
Ha. Supp. 80 (Fla. 1 lth Cir. Ct. 1966). If not therein, cite to
Florida
LawWeekly.Statev. Cahill, 16Fla.L. WeeklyC41 (Fla.
19thCir.Ct.
Mar. 5,1991). If not therein, cite to the slip opinion: Jones v.
City of
Ocoee, No. CVAI-93-18 (Fla. 9th Cir. Ct. Dec. 9,1996). With a
slip
opinion cite, citations to Westlaw: Berne v. State, No. 2006-
CA-9772-
O. 2009 WL 8626616 (Fla. 9th Cir. Ct. Oct. 26. 2009). or
LEXIS:
Alberti v. Gangell. No. 51-2008-CA-0198-WS/H. 2014 Ha. Cir.

LEXIS 55 (Fla. 6th Cir. Ct. Apr. 16.2014). may also be
provided.
(d) Florida Administrative Agencies. (Cite if not in Southern
ivCportcr.j
i) l'or decisions 01 trie 1 udiig .LLiiipioyccs xvelcitiG
sion: Indian River Educ. As School DdSchool Dd.M, 4 F.P.E.R.
4262
^For agency final orders: Pep't ofHealth v. Migicovsky, No.
2011-16915 (Fla. Bd. ofMed. Dec. 17.2012) (Final Order No.
DOH-
12-2692-FOF-MOA).
(2) For decisions ofthe Florida Public Service Commission: In
reApplication ofTampaElec. Co., 81 F.P.S.C. 2:120
(1981)Division
ofAdministrative Hearings: Pep'tofFin. Servs.,Piv. ofIns.
Agent&
Agency Servs. v. Pearson, No. 13-4478PL (Ha. DOAH Oct.
15.2014)
(Recommended Order).
X'oi decisions postcQ on tnc .Division ol
Hearings' website: Dig BendHospice, Inc. v. AgencyforHealth

Care
Adminisliation, Case- No. 01 4415 CON (Ha. DOAII Nov.
7,2002;
ria.AHCAApi.8,2003).
(4) For decisions that are notposted on theDivision ofAdminis
trative Hearings' website but are reported in the Florida
Administra-
Headiiates aad indexes are «5pyriglifcd and may not be
duplicated by photocopying, printing.
or other means without the express permission of the publishers.
1-800-351-0917
SUPREME COURT OF FLORIDA 43 Fla. L. Weekly S513
XvCuOl iS • I/IS ■ Co. v. Pep RA.L.R. 648 A
[jostco on tiic ±jv
(Fla. Dep't of Ins. 1980).
3) a 01" 01'Q.CJ.S til3.1 cll~£
11iv C ixCclllligS w CDSltC' Ol XC-jpOiTCQ 111 0110 01 lllC
3.DOVCX"CpOiTCrS! Ill 1~£
Town ofInglis Petitionfor Wumr, Final Order No. 07 0590 (Ha.
DEP

i^ UU IUU I) lioiii triepr. i^, ^-UU I) (^ciVciiidulc lioiii trie
agency cicik).
(3) To cite a case's subsequent history at the agency and in the
courts: Pep'tofHealthy. Sabates,~No. 10-9430PL(Fla.DOAHJune
23, 2011) (Recommended Order), adoptedwith reducedpenalty.
No.
2009-06686 (Fla. Bd. ofMed. Aug. 29,2011) (Final Order No.
DOH-
ll-210l-F<JF-MOAaff'dinpartandrev'dinpart. 104 So. 3d 1227
(Fla. 4th DCA 2012).
(4) Decisions that are not available online may be cited to an
administrative law reporter as follows if published therein:
(A) Florida AdministrativeLawReports: Pep't ofHealth v.
^abates. 34 F.A.L.R. 2378 (Ha. Bd. of Med. 2011):
(B) Florida Career Service Reporter: Arenas v. Pep't of
Corr..25 F.C.S.R. 309 (Fla. Pub. Emp. Rel. Comm'n 2010):
(C) Environmental and Land Use Administrative Law
eporter: In reRiverview Pointe, Manatee Qy., 2013 E.R.
F.A.L.R.
50 at 2 (Fla. Dep't ofEnvtl. Prot. 2012);
(D) FloridaPepartmentofRevenue TaxReporter: Technical
Ass't Advm 't 09A-049,2009 Tax F.A.L.R. 431 (Fla. Dep't of

Rev.
2009):
| (E) Florida PublicEmployeeReporter: Pelgado v. Sch. Pist.
ofBroward Cty., 36 F.P.E.R. 207 (Fla. Pub. Emp. Rel. Comm'n
Gen.
Counsel 2010;
(F) Florida Public Service Commission Reporter: In re
'uclear CostRecovery Clause. 2013 F.P.S.C. 10:149 (Fla. Pub.
Serv.
Qomm'n2013;
(G) Florida CompensationReports: Whitney v. Mercy Hosp.,
9 F.C.R. 373 (Fla. Indus. Rel. Comm'n 1976);
(H) Florida Pivision ofAdministrative Hearings Reports:
Fla. Real Estate Comm'n v. Warrington, 39 F.D.O.A.H. 747
(Fla.
Bleal Estate Comm'n 1977);
j (I) FloridaAdministrativeReporter: Cockrellv. Comptroller,
12F.A.R. 192 (Ha. Comptroller 1979).
(e) Florida Constitution. (Year of adoption should be given if
necessary to avoid confusion.)When citing a provision that has
been

repealed, superseded, or amended, provide the year ofadoption
ofthe
provision or the version thereofbeing cited.
(1) Current provision: Art. V. § 3(b)(3). Ha. Const.
(2) Historical provision: Art. V. § 3(b)(3). Fla. Const. (1972).
(f) Florida Statutes-fGffidal).
(1) § 350.34, Ha. Stat. (1973)48.031. Ha. Stat. (2014).
{22§ ^653120.54. Ha. Stat. (Supp. J9741998).
(g) Florida Statutes Annotated. (To be used only for court
adopted rules, or references to other nonstatutory materials that
do not
appeal1 in an official publication.)When citing material other
than a
section of Florida Statutes, provide page numbers.
32 Ha. Stat. Ann. 116(Guuu.l975)7Ha. Stat Ann. §95.11 (2017).
30 Ha. Stat. Ann. 69-70 (2004).
i (h) Florida Administrative Code. When citing an
administrative
rale that has been repealed, superseded, or amended, provide the
year
of adoption of the provision or the version thereofbeing cited.

Fla. Admin. CodeR. 62D-2.014.
Ha. Admin. CodeR. 62D-2.014 (2003).
(hi) Florida Laws. (Cite if not in Ha. Stat. or if desired for
clarity
adoption reference.)
(1) After 1956: Ch. 74-177, § 5, at4?3TLaws of Fla.
(2) Before 1957: Ch. 22000, Laws of Fla. (1943).
(tj) Florida Rules. When citing a rule that has been repealed.
superseded, or amended, provide the year ofadoption ofthe rule
or the
version thereofbeing cited.
(1) Florida Rules of Civil Procedure: Ha. R. Civ. P. 1.180.
(2) Horida Rules of Civil Procedure for Involuntary Commit
ment of Sexually Violent Predators: Ha. R. Civ. P.—S.V.P.
4.010.
(3) Florida Rules of Judicial Administration: Fla. R. Jud.
Admin. 2.110.
(4) Horida Rules ofCriminal Procedure: Ha. R. Crim. P. 3.850.
(5) Florida Probate Rules: Ha. Prob. R. 5.120.
(6) Florida Rules ofTraffic Court: Ha. R. Traf. Ct. 6.165.

(7) Horida Small Claims Rules: Fla. Sm. Cl. R. 7.070.
(8) Horida Rules ofJuvenile Procedure: Ha. R. Juv. P. 8.070.
(9) HoridaRules ofAppellateProcedure: Ha. R. App. P. 9.100.
(10) Florida Rules for Certified and Court-Appointed Media
tors: Fla. R. Med. 10.100.
(11) Horida Rules for Court-Appointed Arbitrators: Ha. R. Arb.
11.010.
(12) HoridaFamily Law Rules ofProcedure: Ha. Fam. L. R. P.
12.010.
1'ltl. Adllllll. v-'OCIClv. Oz-JJ
(13) Rules Regulating the Horida Bar: R. Regulating Ha. Bar
4-1.10.
(14) Code ofJudicial Conduct: Ha. CodeJud. Conduct, Canon
4B.
(15) Horida Bar Foundation Bylaws: Ha. Bar Found. By=
feawsBylaws, art. 2.19(b).
(16) Horida Bar Foundation Charter: Ha. Bar Found. Charter,
art. Ill, § 3.4.

(17) IntegrationRule oftheHorida Bar: Ha. Bar Integr. R., art.
XI, §11.09 (1981).
(18) Florida Judicial Qualifications Commission Rules: Ha.
Jud. Qual. Comm'n R. 9.
(19) Horida Standard Jury Instructions, Civil: Ha. Std. Jury
Instr. (Civ.) 601.4.
(20) Horida Standard Jury Instructions, Contract and Business:
Ha. Std. Jury Instr. (Cont. & Bus.) 416.12.
(21) Horida Standard Jury Instructions. Criminal: Ha. Std. Jury
Instr. (Crim.) 3.7.
(22) Horida Standards for Imposing Lawyer Sanctions: Ha.
Stds. Imposing Law. Sancs. 9.32(a).
(23) Rules ofthe Supreme Court Relating to Admissions to the
Bar: Fla. Bar Admiss. R. 3-23.1.
(jk) Florida Attorney General Opinions. Op. Att'y Gen. Fla. 73-
178(1973).
(k/) United States Supreme Court.
(Y)_Sansone v. United States, 380 U.S. 343 (1965).

(2) fCite to United States Reports, if published therein;
otherwise cite to Supreme Court Reporter, Lawyer's Edition, or
United States Law Week, in that order of preference. For
opinionscases not published in these reporters, cite to Florida
Law
Weekly Federal: California v.HodariP., 13 Ha. L. Weekly Fed.
S249
(U.S. Apr. 23, 1991)1 If not therein, cite to the slip opinion:
Upper
Skagit Indian Tribe v. Lundgren, No. 17-387 (U.S. May
21.2018).
With a slip opinion cite, citations to Westlaw: Upper Skagit
Indian
Tribe v. Lundgren, No. 17-387, 2018 WL 2292445 (U.S. May
21,
2018),or LEXIS: UpperSkagitIndian Tribe v.LunderenMo. 17-
387,
2018 U.S. LEXIS 3085 (U.S. May 21.2018). may also
beprovided.
(tm) Federal Courts ofAppeals.
(h-GulfOil Corp. v. Bivins, 276 F.2d 753 (5th Cir. 1960).
(2) For opinionscases not published in tire Federal Reporter,

cite to FloridaLaw Weekly Federal: Cunningham v. Zant, 13
Fla. L.
Weekly Fed. C591 (1 lth Cir. MarcfaMar. 27,1991).
Ifnottherein. cite
to Federal Appendix: Evans v. McDonald, 313 F. App'x 256 (1
lth
Headnotes and indexes are copyrighted and may not be
duplicated by photocopying, printing,
I or other means without the express permission of the
publishers. 1-800-351-0917
43 Fla. Li Weekly S514 SUPREME COURT OF FLORIDA
Cir. 2009). Ifnot therein, cite to the slip opinion: Airtran
Airways, Inc.
v. Elem, No. 13-14912 f 1 lth Or. Sept. 23,2014). With a slip
opinion
.cite, citations to Westlaw: Murphy v. Dulay, No. 13-
14637,2014 WL
50727101(1 lth Cir. Oct. 10. "2014). or LEXIS: Murphy v.
Dulav. No.
13-146312014 U.S. App. LEXIS 19311 (11th Cir. Oct. 10.2014).
may alsolbe provided.
(tnn) Federal District Courts.

[VlPugh v. Rainwater, 332 F. Supp. 1107 (S.D. Fla. 1971).
{2JFor opinionscases notpublished intheFederalSupplement,
cite to Florida Law Weekly Federal: Wasko v. Dugger, 13 Fla.
L.
Weekly fed. D183 (S.D. Fla. Apr. 2,1991). If not therein, cite to
the
slip opinion: Slay v. Hess, No. 5:14-cv-264 (N.D. Fla. Oct.
10,2014).
With a slip opinion cite, citations to Westlaw: Taylor v.
Bradshaw, No.
11-80911-CIV. 2014 WL 5325291 (S.D. Fla. Oct. 7. 2014). or
LEXIS: Taylor v. Bradshaw, No. 11-80911-CIV, 2014 U.S. Dist.
LEXIS 148468 (S.D. Fla. Oct. 7,2014), may also be provided.
(no) lilnited States Constitution.
OlArt. IV, § 2, cl. 2, U.S. Const.
MAmend. V, U.S. Const.
(op) (jtther Citations. When referring to specific material within
U X 1O1lGa
Reporter
of The B
Review
Citations
opinioxij pinpoint citation tc •rpagc jfthe, Boutin

where that material occurs is optional, although preferred.
All other citations shall be in the form prescribed by the latest
edition
luebook: A Uniform System of Citation, The Harvard Law
Association, Gannett House, Cambridge, MA 02138.
not covered in this rule or in The Bluebook shall be in the
form prescribed by the Florida Style Manual (available at
www.law.fsu.edu/lawreview/florida-style-manual) published by
the
Florida State University Law Review, Tallahassee, FL 32306.
(pcj) CaseNames. Case names shall beunderscored for
italicized)
in text and in footnotes.
Committee Notes
[No Change]
Standardjury instructions—Criminal—Amendment
IN RE: STANDARD JURY INSTRUCTIONS IN
CRIMINALCASES—REPORT
2018-02. Sppreme Court ofFlorida. Case No. SC18-513. October
25,2018. Original

Proceeding—Supreme Court Committee on Standard Jury
Instructions in Criminal
Cases. Cou'nsel: Judge F. Rand Wallis, Chair, Supreme Court
Committee on Standard
Jury Instructions in Criminal Cases, Daytona Beach; and Bart
Schneider, StaffLiaison,
Office ofthe State Courts Administrator, Tallahassee, for
Petitioner.
(PER CURIAM.) The Supreme Court Committee on Standard
Jury
Instructions in Criminal Cases (Committee) has submitted
proposed
changes jto the standard jury instructions and asks that the
Court
authorize the amended standard instructions for publication and
use.
We havejjurisdiction. See art. V, § 2(a), Fla. Const.
The Committee proposes amending the following existing
instructions: 2.1(d) (Insanity—Psychotropic Medication); 3.5(c)
(Accessory After theFact);and 14.1 (Theft). In addition, the
Commit
tee proposes new instructions 21.17 (Compounding a Felony)
and
29.5 ([Disorderly Conduct] [Breach of the Peace]). The
Committee
published the proposed amendments in The Florida Bar News,
and

received onecommentfrom the Florida Public
DefenderAssociation,
Inc., concerning new instructions 21.17 and 29.5. The
Committee
altered its proposal for new instruction 29.5 upon consideration
ofthe
comment. The Court did not publish the proposals after they
were
filed. We hereby authorize the amended and new instructions
for
publicatian and use as set forth in the appendix to this opinion.
The
more sigi dficant amendments to the instructions are discussed
below.
First, instruction 2. l(d) (Insanity—Psychotropic Medication),
the
pretrial instruction that is givenwhena defendant' s ability to
proceed
to trial is dependent on the use of psychotropic medication, is
modified to mirror the language in its corresponding final
charge
instruction, 3.6(c) (Psychotropic Medication). Theword
"Insanity" is

deleted from the title because instruction 2.1(d) does not
address
insanity and the word "Insanity" was recently deleted from the
title of
instruction 3.6(c). See In re Std. Jury Instr. in Crim. Cases—
Report
No. 2016-04, 206 So. 3d 14, 16 (Fla. 2016). Additionally, the
italicized note at the beginning of instruction 2.1(d) is revised
for
uniformity with the italicized note at the beginning of
instruction
3.6(c). Anew final paragraph is also added to the instruction
inform
ing the jurors that they should not allow the defendant's present
condition in court or any apparent side effect from the
psychotropic
medication that maybe observed in court to affect their
deliberations.
Next, instruction 3.5(c) (Accessory After the Fact) is
renumbered
to 21.18, so that it falls under chapter 21, which contains
instructions
for specific crimes involving "Obstruction of Justice," rather
than

under chapter 3, which contains instructions for "Final Charge
to
Jury," because accessory after the fact is a specific crime.
Addition
ally, an italicized note referencing section 777.03(l)(b), Florida
Statutes (2018), is relocated to the comment section, resulting
in anew
paragraph. Thenew paragraph addresses considerations that the
court
may need to take into account if the felony alleged is child
abuse,
neglect of a child, aggravated child abuse, aggravated
manslaughter
ofachild under 18yearsofage, or murder ofa childunder
18yearsof
age.
Next, instruction 14.1 (Theft) is updated, based in part upon
this
Court'sopinioninDMZ?o.j£v. State, 210 So. 3d 641 (Fla. 2017),
to add
within the definition of "dwelling" that an enclosure around a
curtilage need not be continuous as it may have an ungated
opening

for entering and exiting. The definition of "motor vehicle"
found in
section 320.01 (l)(a), Florida Statutes (2018), is also added to
the
instruction. Further, a newparagraph is added to the comment
section
stating that a special instruction will berequired ifthe defendant
found
lost or abandoned property and failed to report the description
and
location to a law enforcement officer, or unlawfully
appropriated the
lost or abandoned property, citing section 705.102, Florida
Statutes
(2018).
New instruction 21.17 (Compounding aFelony) instructs upon
the
crime ofcompounding a felony, as enacted in section 843.14,
Florida
Statutes (2018). Instruction 21.17 sets forth the elements ofthe
crime
that the State must provebeyond a reasonable doubt, and
provides that

the court should define the felony alleged. Additionally, a
paragraph
is added to the comment section that states "§ 843.14, Fla. Stat.
links
the degree ofthe felony that was concealed to the degree ofthe
crime
that the defendant committed." Theparagraph also states,
"Although
there is no caselaw directly on point, the Committee on
Standard Jury
Instructions in Criminal Cases relied on the logic in Bowen v.
State,
791 So. 2d 44 (Fla. 2d DCA 2001) to conclude that the State
must
specify the felony that the defendant knew about and
concealed."
The existing and new criminaljury instructions, as set forth in
the
appendix to this opinion, are hereby authorized for publication
and
use.' New language is indicated by underlining and deleted
language
is indicated by struck-through type. In authorizing
thepublication and
use of these instructions, we express no opinion on their

correctness
and remind all interested parties that this authorization
forecloses
neither requesting additional or alternative instructions nor
contesting
the legal correctness of the instructions. We further caution all
interested parties that any comments associated with the
instructions
reflect only the opinion of the Committee and are not
necessarily
indicative ofthe views ofthis Court as to their correctness or
applica
bility. The instructions as set forth in the appendix shall be
effective
when this opinion becomes final.
It is so ordered. (CANADY, C.J., and PARIENTE, LEWIS,
QUINCE, POLSTON, LABARGA, and LAWSON, JJ., concur.)
113Volume 1 Number 2 July 2011
Journal of Economic and Social Studies
The Effects of Locus of Control

on Learning Performance:
A Case of an Academic Organization
Rana ÖZEN KUTANİS
Management Faculty, Management Department
Sakarya University, Esentepe Campus, Sakarya, Turkey
[email protected]
Muammer MESCİ
Akçakoca School of Tourism and Hotel Management
Dogancılar Campus, Düzce University, Akçakoca, Duzce,
Turkey
[email protected]
Zeynep ÖVDÜR
Foreign Languages Department
Preparatory School, Düzce University, Konuralp, DUZCE
[email protected]
AbstrAct
The purpose of this study is to research what influences the
locus of control has on the
learning performance of students. In order to reach this goal,
the study’s theoretical
frame has been designed including the issues of the locus of
control (internal-external)
under the framework of organizational behaviour and learning
performance. In
this research, quantitative research method is used by keeping
in mind the scope and
qualities of the topic. The scope of research is identified as all
the students who continue
to higher education. As the population of the research is
adequate to study, it is not

needed to identify extra sampling. The data of the research are
gathered by the help
of standardized survey technique. The locus of control levels of
the subjects, who are
going to take part in the research, are measured with The Scale
of Internal-External
Locus of Control developed by Rotter (1966) and Learning
Scale developed by Güngör
(2006). The gathered data are checked by the help of descriptive
statistics techniques
and multiple regression analysis by using SPSS program. At the
end of the research it
is concluded that learning performances of the students with
internal locus of control
are high, and they are more proactive and effective during the
learning process. On
the other hand, the ones with external locus of control are more
passive and reactive
during this period. Apart from these, it is revealed that there are
some differences among
students’ demographic groups and their learning factors.
Key words: Locus of control; Learning performance; Academic
organization
Jel codes: D23, L2, L25
Rana ÖZEN KUTANİS & Muammer MESCİ & Zeynep ÖVDÜR
114 Journal of Economic and Social Studies
Introduction
In the globalizing and changing world, organizations need to
adapt to new envi-
ronmental conditions. To be successful in these new conditions,

organizations need
to create value for their customers. In our case that would be the
students. It is
important for the organizations to appreciate their students to
have better position
than rivals. In order to acquire the information, produce and
distinguish it in the
organizations, information is required to be organized according
to the needs of the
students, adopted, and evaluated by the organization. At this
point, organizational
learning has a considerable effect on increasing the success of
the organizations.
Rotter (1966) defines the locus of control, in his Social
Learning Theory, as the re-
inforcements which are basic markers of individual’s attitudes
in the long term. The
concept of locus of control has an essential place in literature in
helping students
who have difficulty in learning and attitude. Locus of control is
one of the vital con-
cepts in the context of learning difficulty and attitude change.
This concept covers
the idea that individuals, throughout their lives, analyse the
events as their attitudes
or they believe that those events result from chance, fate or
outside forces (Erdogan,
2003). Rotter (1966), in his study regarding Social Learning
Theory, ascertains that
some students display the prizes or reinforcements gained as a
result of their knowl-
edge and abilities while some other students display the forces
out of their control.
Rotter (1966), basing on his study, expresses the situations in
which reinforcements

occur according to the attitudes of the individuals as
individuals’ locus of control.
Whereas he assesses the situations, after which reinforcements
occur out of the indi-
viduals’ attitudes, as the individuals’ external locus of control.
Internal or external locus of control plays an important role for
students to sustain
the efficacy and usefulness of learning performance. The
knowledge and experi-
ences gained by the students by means of organizational
learning are a vital factor in
increasing student performance. In this context, it is necessary
for organizations to
fulfil learning function in an arrangement and to use this
function oriented to the
improvement of the students. This study determines whether
University students
have the internal or external locus of control; furthermore,
which locus of control
they possess in the learning period. To sum up, it will be
observed what kind of an
effect locus of control has on learning performance. For these
reasons, the issues of
locus of control (internal-external) and learning performance
have been given place
in this study.
The Effects of Locus of Control on Learning Performance: A
Case of an Academic
In this research, it is tried to answer the research questions as

stated below. These
questions have been designed to describe the relationships
between locus of control
and learning performance. These questions are as in the
following;
Research Question 1: What are the factors of participants’
learning processes?
Research Question 2: Is there any difference between
demographic groups and
learning factors’ means?
Research Question 3: Is there any relationship between learning
factors’ means and
locus of control (internal and external factors)?
Literature Review
Locus of control refers to one’s belief in his or her abilities to
control life events
(Strauser, 2002). In other words, locus of control is defined as
one’s thoughts of
his/her belief that his/her own power or forces out of his/her
control are influen-
tial in any positive or negative situation occurring during
his/her life (Sardogan,
2006). The belief of locus of control is related to what
reinforcements have hap-
pened throughout the individuals’ lives, namely the results,
prizes, their success or
failures, refer to. These attributions refer not only to chance,
fate, and powerful
people out of one’s control, but also to the results of his/her
own attitudes (Basım
and Sesen, 2006). While one’s control on his/her own life

dependent on chance,
fate and powerful people is explained as external control;
maintaining the individual
control over one’s life on his/her own is described as the
internal control (Rotter,
1966). When environmental conditions are not sufficient to
explain individuals’
success or failures, locus of control can facilitate in making
these situations clear.
For instance, individuals may sometimes perceive good and bad
events in different
ways. To mention that these different ways are based on
external and internal forces
(Taylor, 2006).
The individuals, who have the internal locus of control, think
that they have a big
role on affecting the events which influence their lives.
Furthermore, they assess
themselves as possessing the power for the attitude they want to
display by having
the positive ego concept, and they believe that they can direct
their lives whatever
way they desire (Gülveren, 2008).
The individuals with external locus of control relate the events
affecting their lives
to perceptions such as chance, fate, and fortune which are out of
their control.
Additionally, they believe that the events affecting their lives

cannot be predicted
and controlled (Kücükkaragöz, 1998). Individuals with internal
locus of control are
careful, alert, dominant, focused on success, self-confident, and
ingenious. On the
other hand, the individuals with external locus of control are
less careful, affected by
the group members, easily influenced by external forces, less
self-confident, and they
display unsteady performances (Rotter, 1975).
Individuals lay out two control attitudes as internal and external
by considering
that the reinforcements they have from their previous
experiences result from their
own attitudes or external forces (Cetin, 2008). The differences
between internal and
external locus of control according to the qualities of an
individual are shown in
Table 1 below.
Table 1. The differences among the individuals with external
and internal locus of
control
Variables Internal Locus of Control External Locus of Control
Abilities
the individuals with internal locus
of control have a tendency to
choose the activities in which they
can display their abilities.
the individuals with external locus
of control prefer the activities in
which they can show the role of

chance on their lives.
Responsibility
they feel that they are responsible
for their own decisions, and they
perceive that their fate is not
affected by the factors out of their
control, but by their own decisions.
They try to increase good conditions
in their life; on the other hand they
make an effort to reduce the level
of bad conditions.
Change
their belief that they have the
control over their fate prevents
them from getting suspicious of
the changing period since they feel
responsible for their own actions.
they usually view change as a
danger as they do not feel the
control of the forces affecting their
lives. they prefer to be at a status
where they can be passive in case
of a change.
Case of an Academic

Environment
they use more control in their
environment and they display a
better learning performance. When
the information is about their own
conditions, they actively search for
new information. Also, they use
the information better if they are
in need of solving a complicated
problem.
they display fewer compliance
attitudes than individuals with
internal locus of control.
Stress
it can be concluded that possessing
internal locus of control can help
employees cope with the stress and
other difficulties in business.
the employees with external locus
of control cannot cope with the
stress and difficulties in a proper
way.
Job
Satisfaction
Job satisfaction of individuals with
internal locus of control is higher
than a person with external locus of
control. They can do better business

and they benefit or get prizes in
return. they tend to improve or
progress faster and get more wages.
external locus of control has a
negative correlation with job
satisfaction; however it is in a
positive correlation with mental
and physical health.
Work
Motivation
They mostly believe that their efforts
will end with a good performance.
They are more self confident and
they trust their abilities. They have
more expectation that their good
performances will be awarded and
they tend to perceive that their
status in business is more proper
and fair.
if there is no prize for performance,
they do not have a different
performance-prize expectation
from the individuals with internal
locus of control.
Source: Demirkan, Selcan (2006:36).
Table 1 presents the attitudes displayed by internal and external
locus of control
according to the behavioural qualities. In addition to Table 1,
the external locus of
control has two types. The first one is the proper locus of

control. The individuals
with proper locus of control have a more real rational for
assessing their worlds,
which are controlled externally. To illustrate, they make a little
effort to make socio-
economic conditions better. The second locus of control is the
defender locus of
control. It has been seen that the individuals with this locus
attempt to use external
beliefs as a defence for the expected inadequacies. Additionally,
one of the differ-
ences between the individuals with internal and external locus
of control is the issue
of looking for information about their environment. The people
with internal locus
of control have been observed to feel the need to acquire more
information about
their environment, and be more active to seek and achieve
justice in social activities
when compared with the ones with external locus of control
(Demirkan, 2006).
It is seen that the first empirical studies on locus of control in
literature (Phares,
1957; James and Rotter, 1958) appeared to find an answer to the
question of wheth-
er individuals’ expectations are related to their abilities or
chance (Sardogan, 2006).
In present literature there have been many studies on locus of

control. Some of these
studies have been presented in Table 2 below.
Table 2. Studies conducted on locus of control
Author(s) Year The Purpose of the Study
The Method
of the study
The Findings and the
Results of the Research
Chen and
Silverthorne 2008
to observe the
effects of locus
of control, work
performance, job
satisfaction, and
stress scale on
attitude
Quantitative
in scales of locus of
control it has come out
that performance, job
satisfaction, and stress
are effective in people’s
responsibilities. Moreover,
individuals with high
internal control have high
work performance, content
and low stress.

Aube et. al. 2007
To test the effects
of the perceived
organizational
support, work
autonomy, the facets
of organizational
participation (active,
normative, etc.), and
locus of control
Quantitative
it has come out that there
is a positive correlation
between organizational
support, and normative
participation, and activities.
also, it has been concluded
that locus of control and
work autonomy have a
considerable effect on
organizational support and
active participation.
Case of an Academic
Coban and
Hamamcı 2006

to examine the
decision making
strategies used by
the individuals with
different locus of
control.
Quantitative
at the end of the research,
it has come to a conclusion
that the individuals with
mostly use logical decision
making strategy. it has
been found that there is a
negative and low correlation
between logical decision
making strategy and locus
of control. it has also been
revealed that the individuals
with internal locus of
control use logical decision
making strategies more than
ones with external locus of
control and they encounter
less hesitation.
Basım and
Sesen 2006
to analyse the
tendency of the
locus of control to
display assisting and
courtesy attitudes

Quantitative
It has been identified that
most of the participants
who have been subjects of
the study have the internal
locus of control; they also
have more tendencies to
show help and courtesy
attitudes when compared to
the ones with external locus
of control.
Sardogan et.
al. 2006
To observe the effect
of 10-session Human
Relations Skills
Education Program
on University
students’ levels of
locus of control
Quantitative
at the end of the study, it
has been concluded that
10-session Human Relations
Skills Program is effective on
the locus of control levels of
the university students.

Selart 2005
to research whether
locus of control has
an effect on decision
making periods of
the organizations
Quantitative
it has been determined
that the managers with low
have more tendencies to
consult to group decision
than the ones with high
locus of control do.
Additionally, the managers
with external locus of
control take the role of
participant in decision
making more than the ones
with low internal locus of
control.
Chiu et. al. 2005
To assess the effect
of internal and
external locus of
control on the locus
of control

Quantitative
it has been concluded that
the individuals with internal
locus of control are affected
by the labour turnover rate
and work content in the
organization more than the
ones with external locus of
control. furthermore, people
with external locus of control
rather than the ones with
internal locus of control are
influenced by the stress on
organizational participation
and work content.
Case of an Academic
Patten 2005
to look into the
difference and
correlation between
internal control
and work content,
also between work
performance and
the locus of control
variable on an

individual
Quantitative
it has been ascertained that
has a close relation with
the internal facet of locus
of control. a considerable
difference between
individuals with internal
control and the ones with
external control in terms of
the level of work content
has hardly been seen.
apart from these, internal
controls have been in a clear
contradiction between the
locus of control and the
structure of control they
perceive, and this leads to
significantly lower work
content.
Klein and
Warnet 2000
to observe
whether locus of
control affects the
experiences of
individuals in their
lives
Quantitative

the results of the study
have shown that the
internal facet of locus of
control plays an important
role in influencing the
experiences in people’s
lives.
In Table 2, the studies of literature related to locus of control
are presented. The ef-
fects of the internal and external facets of locus of control on
individuals’ attitudes
have been observed in the studies. At the end of the study, it
has been ascertained
that internal locus of control has a much bigger impact on
individuals than the
external locus of control. Moreover, it has been emphasized that
the individuals
with internal locus of control have more active work motivation
and portray more
effective work performance; they have also more control on the
environment. Ad-
ditionally, the individuals with external locus of control have
been determined to
have higher work content about their colleagues than the ones
with internal locus
of control.
Learning Performance in the Context of Locus of Control

Learning is a process during which information repository is
processed, acquired, and
emerged in a short time to make new information (Morales,
2009). It is necessary
to give importance to learning levels in order to perform the
learning period actively
(Tajeddini, 2009). Learning levels are essential in that they can
contribute to the ef-
fective and useful flow of the learning period. Mentioning about
learning, apart from
behavioural and cognitive changes, one or more of these
situations are accepted to be
sufficient (Ogütveren, 2000, cited in. Avcı, 2005);
• The person knows or understands an idea or a concept which
he/she didn’t
know before.
• The person can conduct the attitudes that he/she couldn’t do
before or he/she
possesses the abilities and skills which he/she didn’t have.
• The person combines different information, ability, concept,
and attitude
which he/she had before with a new point of view.
• The person can understand new information, concepts and
ways of attitudes.
Organizational learning is necessary for creating and developing
value in organi-
zations (Pham and Swierczek, 2006). Organizational learning is
a period during
which the information, aiming at developing skills and
resources to contribute to
the performance of organization, is united, acquired, and put
forward. For this rea-

son, it is crucial for organization learning to occur in order to
achieve organizational
performance (Perez et. al., 2005). In learning how to learn, the
members of the
organization consider the previous examples of the learning or
learning failures and
try to question and investigate them. In this period, what makes
learning easy or
prevents it is by focusing on learning. To be brief, new learning
strategies are strug-
gled to be produced (Yazıcı, 2001). The organizations which
learn in an atmosphere
full of indefiniteness, play an essential role on using the
information in the most ef-
fective way, extending this information to the whole
organization, practicing it, and
taking place again in learning process by acquiring required
results (Kutanis, 2002).
In the last decade learning performance has become a crucial
concept owing that to
the importance of factors such as the qualities of leaders, the
impact of global environ-
ment, information, labour, and technology in Organizations
(Molina and Callahan,
2009). In literature, so many studies determined that there is a
positive correlation
between learning and performance (Michna, 2009). Learning
brings benefits for the
organization if it is performed by all members. It is required to
develop a culture of
Case of an Academic

continuous learning, taking responsibility, gaining value
constantly, focusing on flex-
ibility and adapting to increase the effectiveness of the
organizational learning. The
purpose of organizational learning is to increase performance of
the organization in
the future and to produce new information which is going to
change the attitudes of
the employees of the organization (Kuru, 2007).
Organizational learning includes the period of learning during
which they continu-
ously develop their abilities, new and detailed idea patterns,
free totalitarian desires
and discover how to learn cooperatively (Senge, 1990, cited in.
Weldy, 2009). Limpi-
bunterng and Johri (2009) emphasize that improving
organization’s performance is
considerably dependent on improving learning skills in
organizations. As explained by
“Social Learning Theory”, learning is completely resulted from
neither internal forces
emerging psychologically in individuals nor the changes coming
of external forces.
“Learning” is a period coming out mainly as a consequence of
interaction of personal
and environmental factors (Gür, 2008).
Teaching can be described as a series of learning experiences.
In this context, teaching
is the collection of activities conducted for students to learn.
All the planned learning
periods are prepared for students to learn. Learning may

sometimes be only a transfer
of information and in the manner that contributes to the
student’s emotional and
social development (Güngör, 2006). It is necessary to assess to
what extent learn-
ing has occurred. By the help of assessment method, students’
communication skills,
behavioural skills, conceptual learning, affective characteristics
can be measured. The
qualities of a good assessment can be ranged as below (Günay,
2008);
• The data collected at the end of the assessment should be used
to identify, under-
stand and solve the problems of the student and learning
process,
• The teacher should be given the chance to evaluate student’s
academic success,
• Students should be given self-assessment by using the data
collected for the as-
sessment,
• Many assessment activities should assist in planning and
applying the education.
Although the first studies on organizational learning have been
directed to explain
what organizational learning is, later studies have generally
been aimed at giving
light to how organizations can turn into learning organizations
(Avcı, 2010). For
instance; Bayraktaroğlu and Kutanis (2003) have pointed out
that factors such
as change of mentality among managers, supporting new
information, creation
throughout the organization, developing a shared vision and

producing proper
learning conditions are highly important to create the climate of
learning organiza-
tions in hotels which can be categorize as big.
Data and Methodology
The purpose of this study is to identify what kind of effect locus
of control has on stu-
dents’ learning performance. In addition to this, it has been
investigated whether stu-
dents’ demographic qualities create a difference between their
attitude proposals about
locus of control and learning performance. Quantitative
research method was used to
reach the goals of the research. The research included all the
students educating at the
School of Tourism and Hotel Management which received the
bachelor’s degree.
The number of students educated in the academic year 2009-
2010 at School of
Tourism and Hotel Management who were subjects of the study
was 450. As the
population was at an accessible level, full inventory method was
used. For this rea-
son, an additional sampling method was not used.
In order to collect data, the survey technique was used. After
having analyzed the

literature in this context, a questionnaire was prepared to assess
the participants’
locus of control levels by referring to Internal-External Locus
of Control Scale de-
veloped by Rotter (1966) and Learning Scale by Güngör (2006).
This new question-
naire was finalized by considering the ideas of two specialists
in the field (one is an
academician, and the other is the supervisor). The questionnaire
consists of three
parts. The first part is the statements which were designed to
identify the students’
attitudes towards learning performance. The second part is the
statements aimed at
determining the students’ agreement about the considerations on
students’ learning
performances were ranked in the second part including a five-
point Likert scale.
Finally, there are some questions to analyse the participants’
demographic situations.
After the preparation of the questionnaire, the next step was a
pilot-study. In the
pilot-study survey was conducted among 30 students in the
period from 25th Febru-
ary 2010 to 28th February 2010. At the end of the pilot-study,
the reliability of the
data was measured and Cronbach alpha value of the gathered
data was calculated
as 0,74. At the end of the study, the general Cronbach alpha
value of the data was
found above 0,7 level mentioned by Nunnally (1967). Then,
questionnaire was
checked again by the academicians of related field and their
ideas were taken into
account. These means provided the content validity of the

questionnaire. After this
process, the survey was conducted among all students.
While analysing the collected data, SPSS (Statistics Program for
Social Sciences) 16.0
statistics program was used. Statistical terms such as percentage
and frequency were
Case of an Academic
used to analyse the demographic data. Statistical analyses with
Kruskal-Wallis and
Mann Whitney U analysis methods were conducted in order to
understand whether
there were differences between participants’ demographic
qualities and statements
of attitudes. The reason why these analysis techniques were
used is that data do not
come from the normal distribution. Moreover, correlation
criteria (crosstabs) were
used to identify the relation between locus of control levels and
factors of learning
performance
Empirical Results
302 of the total 450 distributed questionnaires were surely
returned. This number
builds up 67% of the population. The data of the participants
about demographic
questions were assessed by using frequency and percentage

analysis. The findings
about the assessment are presented in Table 3.
Table 3. The results about demographic pattern
Variable f % Variable f %
Gender
female 151 50 the high
school
student
graduated
from
Regular High school 172 57
Male 151 50 anatolian H. s 43 14,2
total 302 100 tourism H. s 25 8,3
age
17-19 34 11,3 foreign Lang. i. H. s 62 20,5
20-22 200 66,2 total 302 100
23–25 61 20,2
the region
where
student lives
Marmara Region 103 34,1
26 and up 7 2,3 central anatolia R. 57 18,9
total 302 100
aegean Region 20 6,6
eastern anatolia R. 13 4,3

Year
first Year 76 25,2 Mediterranean R. 26 8,6
second Year 124 41,1 black sea R. 75 24,8
third Year 57 18,9 south-eastern a. R. 7 2,3
fourth Year 37 12,3
total 301 99,7
Repeat 7 2,3
When Table 3 is observed, it is understood that 50% of the
students who have taken
part in the study were female (151), and 50% were male. If we
take students’ age
group into consideration, one can see that 34 students (11,3%)
are in the age of 17-
19 and 200 students (66,2%) are between 20-22. When the
grades of the students
are analysed, it is comprehended that 124 students are (41,1%)
at second grade, 37
students (12,3%) are at fourth grade and 7 students who are not
able to graduate in
four years. When we look at the high school that students had
graduated from, we
can notice that 172 students (57%) were regular high school
students, 25 students
(8,3%) graduated from tourism high school. Finally, when the
regions where stu-
dents live are analysed, it is confirmed that 103 students

(34,1%) live in Marmara
Region, 13 students (4,3%) live in Eastern Anatolia Region and
7 students (2,3%)
live in South-Eastern Anatolia Region.
As it can be seen in Table 4, the factors which are effective on
participants’ learning
processes are collected under seven titles, which are activity,
perception, listening,
abilities, imitation, reading and noticing.
Table 4. The table of factors about learning analysis results
(n=302)
Factors
Fa
ct
or
L
oa
d
Se
cu
la
r V
al
ue
Av
er

ag
e
Va
ria
nc
e
(%
)
The Dimension of Concentration
While I am studying, I often stop and do something else.
I like sport activities at school and attend them.
i do what i can for every event that i can act and take part in
them
in class
teachers think that i move a lot in the classroom.
i talk too much in class.
,778
,735
,727
,718
,636
4,456 2,92 13,504
The Dimension of Perception and Understanding
i hold every new thing in my hands and observe them.
I learn by doing and practicing.
I can understand better when I see things.
I like the activities which I participate actively.

i quickly perceive things showed in maps, posters and diagrams.
,700
,625
,619
,612
,562
3,052 4,13 9,247
Case of an Academic
The dimension of listening
I like listening to book cassettes.
i like school songs very much and i learn them quickly.
i like reading aloud.
,750
,657
,594
2,014 2,12 6,102
The dimensions of abilities
I like making practical jokes to my friends.
I like music and rhythm to learn better.
i like doing things by using my hands.
,756
,617
,546

1,661 3,25 5,034
The Dimension of Method
I prefer telling to writing.
i like my teacher to correct my mistakes by explaining them to
me.
i’d rather listen to the teacher than study by myself.
I understand a subject better if somebody tells or reads it, rather
than reading it on my own.
,768
,879
,582
,506
1,631 3,33 4,944
The Dimension of Reading
i like reading novels.
i like to read silently.
,796
,749
1,519 3,74 4,603
The Dimension of Noticing
i always want to clean the board, opening/closing the windows
or
the door.
I understand better if events and subjects are dramatized.
My teachers and parents often tell me not to touch the objects.
,689

,599
,513
1,243 2,22 3,766
Notes: Varimax Basic Components Factor Analysis. Kaiser-
Meyer-Olkin Sampling Efficien-
cy: 70,7% For Bartlett’s Test of Sphericity X²: 1852,359; s.d:
528; p‹0000 for the whole scale
Alpha; , 739; Total variance: 43,040%; The likert scale : 1:I
totally disagree 5:I totally agree
When the internal pattern of the activity factor is observed, it
can be understood that
the activities that have become prominent are stopping and
doing something else while
studying, liking and attending (the) sport activities, moving in
the classroom and (in-
volving) participating in every event and talking a lot in
classes. When the internal pat-
tern of perception factor is analyzed, factors that draw attention
are: holding new things
in hands and observing them, learning by doing and applying,
making better sense of
the things one sees, enjoying activities actively, perceiving
things with maps, posters,
and diagrams. When the internal pattern of listening factor is
examined, it is perceived
that the factors that are taken into account are: liking to listen
to book cassettes, enjoy-
ing school songs and learning them quickly, and liking to read
aloud.
When the internal structure of ability factors is looked through,
factors that become
prominent are: love to make practical jokes to friends, enjoy

music and rhythm to
learn better, and liking to do something with hands. After the
internal pattern of
imitating is studied, it has come out that elements that can be
distinguished are: pre-
ferred telling to writing, wanting the teacher to correct(ing)
mistakes by explaining,
listening to the teacher instead of studying by himself/herself,
favoring somebody
else to tell or read something rather than reading it on his/her
own. When the inter-
nal pattern of the reading factor is viewed, liking to read novels
and silent reading
takes the attention. Eventually, when the internal pattern of the
noticing factor is
looked into, the elements that stand out are: cleaning the board
in the classroom,
wanting to open/close the windows or the door, understanding
better with drama-
tized events or subjects, and warning of the teachers and the
parents.
In this part it will be observed whether there are any differences
between students’
demographic groups in terms of mean factor. In this context, in
Table 5, Kruskal-
Wallis’s analysis was conducted whether there is a difference
between classroom
groups and factor means.

Table 5. Kruskal-Wallis analysis was conducted with regard to
whether there is a
difference between students’ classroom groups and factor means
Concentration Perception Listening Abilities Method Reading
Noticing
chi-square 17,736 6,152 7,352 11,949 1,641 3,988 14,950
df 4 4 4 4 4 4 4
asymp. sig. ,001 ,188 ,118 ,018 ,801 ,408 ,005
According to Table 5, regarding whether there are any
differences between students’
classroom groups and factor means, the sign values which are
lower than 0,05 show
that the students have different opinion about learning
dimensions. At the end of
the analysis, it has been identified that there is a difference
between concentration
factor (,001), competence factor (,018), noticing dimensions
(,005) and students’
continuing classroom group.
Table 6. Kruskal-Wallis analysis concerning whether there are
any differences
between one of the students’ age groups and factor means
Noticing
chi-square 5,457 1,169 6,089 7,103 1,877 3,336 8,492
df 3 3 3 3 3 3 3
asymp. sig. ,141 ,760 ,107 ,069 ,598 ,343 ,037

Case of an Academic
According to Table 6, regarding whether there are any
differences between students’
age and factor means, the sign values which are lower than 0,05
show that the stu-
dents have different opinion about learning dimensions. At the
end of the analysis,
it has been identified that there is a difference between student
concentration di-
mensions (,037) and age groups.
Table 7. Mann Whitney U analysis related to whether there is
any difference
between students’ sex groups and factors means.
Noticing
Mann-
Whitney U 9207,500 10441,000 11334,500 10526,500
10689,500 7794,500 9635,500
Wilcoxon W 20683,500 21917,000 22810,500 22002,500
22165,500 19270,500 21111,500
z -3,051 -1,379 -,092 -1,231 -1,007 -4,977 -2,496
asymp. sig.
(2-tailed) ,002 ,168 ,926 ,218 ,314 ,000 ,013
According to Table 7, whether there are difference between
students’ sex and factor
means, the sign values which are lower than 0,05 show that the
students have dif-
ferent opinions about their learning dimensions. At the end of

the analysis, it has
been identified that there is a difference between concentration
dimension (,002),
reading dimension (,000), noticing dimension (,005) and student
sex groups.
In the research whether two of the factors of locus of control,
internal and external
locus of control, affect on learning factors, correlation
coefficients (crosstabs) have
been used to conduct the analysis. In this analysis affecting
variable is independent
and affected variable is dependent. In this study, internal locus
of control and
external locus of control are accepted as dependent variables;
further, learning
factors are defined as independent variables. Some correlation
criteria were used
while measuring the correlation among ordinal scale variables.
Some of these criteria
are Somer d, Kendall Tau b, Gamma and Spearman correlation
coefficients. These
ordinal scales are generally used to measure the linear
relationship among variables.
The coefficient gathered at the end of the analysis take a value
between -1 and 1. If
coefficient is 1, there is positive full relation. When it is -1,
there is negative full rela-
tion (Ozdamar, 2003). While conducting work analysis in this
context, correlation
scales were used to make it clear whether internal and external
locus of control has
an impact on learning factors. Analysis has been done with the
5% relevance level.

For this reason, assessments are: if the sign value is lower than
0,05 “differences exist
(effect, correlations exist)”, if the sign value is higher than
0,05, “no difference (no
effect, correlation)”.
Table 8. The Correlation between locus of control and abilities
factor
Correlation Scale Coefficients Relevance
somer d ,115 ,028
kendall tau b ,116 ,028
kendall tau c ,134 ,028
Gamma ,201 ,028
Spearman correlation coefficient ,125 ,030
Geometrical average (G.a) ,130
According to Table 8, it has been concluded that the ability
factor is not independ-
ent from locus of control (locus of control affects ability factor)
as sign values of the
correlation scales are lower than 0,05 (p=0,028‹0,05).
Correlations coefficients also
show that there is a positive and low degree correlation between
locus of control and
ability dimension.
Table 9. The Correlation between locus of control and method
factor
Correlation Scales Coefficients Relevance
somer d -,103 ,049
kendall tau b -,104 ,049

kendall tau c -,119 ,049
Gamma -,183 ,049
Spearman correlation coefficient -,111 ,049
Geometrical average (G.a) -,112
According to Table 9, it has been concluded that method factor
is not independent
from locus of control (locus of control affects method factor) as
sign values of the
correlation scales are lower than 0,05 (p=0,049‹0,05).
Correlations coefficients also
show that there is negative and low degree correlation between
locus of control and
method dimension.
Case of an Academic
Table 10. The Correlation between locus of control and noticing
factor
Correlation Scales Coefficients Relevance
somer d -,105 ,043
kendall tau b -,106 ,043
kendall tau c -,122 ,043
Gamma -,185 ,043
Spearman correlation coefficient -,114 ,043
Geometrical average (G.a) -,123
According to Table 10, it has been concluded that noticing
factor is not independ-
ent from locus of control (locus of control affects method
factor) as sign values of

the correlation scales are lower than 0,05 (p=0,043‹0,05).
Correlations coefficients
also display that there is negative and low degree correlation
between locus of con-
trol and noticing dimension.
Conclusion
Locus of control focuses on ability to cope with uncertainty.
While the individuals
who have less tolerance resist to the change, the ones with high
tolerance can adapt
to the change more easily. Therefore, locus of control tries to
identify the reaction
given to change according to its status. If an individual can
make self-control and
has the belief that he/she is the dominant of his/her fate, he/she
can give positive
reactions to the change. Individuals are classified in two groups
according to locus of
control. The first group is internals, and the other is externals.
The individuals with
internal locus of control have the belief that they can monitor
the events or situa-
tions with their own fate and they have a strong belief in
themselves and their abili-
ties in life. They believe that the reactions that they take from
environment are the
causes of their attitudes. On the other hand, the individuals with
external locus of
control relate the events and situations, success or failures to
the factors not related
to them. For example, they attribute success to backing;
however, they base failure
upon environmental factors (Kutanis, 2010; Sargut, 2001).

Sargut (2001) states that there are some indicators illustrating
in general that
Turkish people have a tendency to be highly external. He highly
relates these
indicators avoiding uncertainty and the grade of being external
in the examina-
tions applied between students and the administration. At the
end of our research, it
is understood that students generally have internal locus of
control. Additionally, it
has drawn a conclusion that the students with internal locus of
control agree upon the
ability, method, and noticing factors of the learning dimensions
more when compared
to the students with external locus of control. In the cultures
where being internal is
prevailing, individuals struggle to acquire the information about
their work. These
efforts greatly contribute to the settlement of the culture and
increase of the efficacy.
In the study conducted by Basım and Sesen (2006), it has been
determined that
most of the subjects had internal locus of control and
individuals with internal locus
of control had more tendencies to help and perform courteous
attitudes when com-
pared with the ones with external locus of control. Chen and
Silverthorne (2008)

have also mentioned that these qualities of the individuals with
internal locus of
control have considerable impact upon work performance and
content levels. In our
research, in the light of analysis regarding the effect of locus of
control on students’
learning processes, it has been ascertained that locus of control
has a vital influence
on method, ability, and noticing factors of the learning
dimensions. The findings of
the research show similarities with the studies conducted by
Basım and Sesen (2006)
and Chen and Silverthrone (2008).
Some analyses have been applied regarding whether there is any
difference between
students’ demographic groups and learning. At the end of the
analysis of ques-
tioning whether there is any difference between, one of the
students’ demographic
groups, year and learning dimensions, it has come out that the
students have dif-
ferent ideas between grade and the concentration, abilities, and
noticing factors
of learning. It has been researched why there is a difference
between the students’
grades and concentration factors; also, it has been determined
that first-year stu-
dents and second-year students, and first grade students and
repeaters do not share
the same idea. When we observe where the difference between
grades and abilities
factors arise from it has been identified that second and first
graders, third and first
graders, and first and second graders think in different ways. It
has been questioned

where the difference between grade and noticing factors
emerges from; and the re-
sult is that second graders and repeaters have different opinions.
The analysis conducted on the difference among the students’
demographic groups,
age and learning has shown that they think differently among
students’ age and
noticing factors. In which group this difference exists is
analysed and it has been
revealed that the students in the age group of 23-25 own various
ideas. According to
the analysis conducted on the difference between one of the
students’ demographic
groups, sex and learning, it has been ascertained that students
have various ideas
between their sex, concentration, reading, and noticing factors.
Besides, it has been
understood that the female students having taken part in the
study have external
locus of control while their male peers have internal locus of
control.
Case of an Academic
In this study, the collected findings and the scales used are
important contributions.
The scales used in this study can be suitable for other
organizations operating in dif-
ferent sectors. By means of those scales organizations will get
the chance to make

assessments and identify the fields where they will face a
problem. Identification
of the problematic fields and resolving them will help the
successful application of
locus of control and learning implementation. The second
important contribution
of the research is that the students with internal locus of control
have got a bigger
ratio than the ones with external locus of control.
There are some constraints of the study. While assessing the
finding of the study, these
constraints should be considered. First of all, this study is
conducted in a tourism col-
lege which gives bachelor’s degree. Some different findings
may be reached in various
Universities which give education in different regions and
branches faculties/depart-
ments. Another constraint of the study is that it considers only
University students.
It can be suggested for researchers who are going to conduct
studies that they can
perform in-depth studies taking other Universities in different
regions and fields into
account. Moreover, it may be useful to compare the findings by
conducting research
studies about other Universities in different regions and fields.
Finally, a study includ-
ing the lecturers giving education to the students at University
can be done.
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