The relationship between emotional intelligence, locus of control, self-esteem, test anxiety and academic achievement of Bahir Dar university students
The relationship between emotional intelligence, locus of control, self-esteem, test anxiety and academic achievement of Bahir Dar university students

Author: Moges Gebresellassie

Publisher: GRIN Verlag

Published: 2020-01-23

Total Pages: 83

ISBN-13: 3346101614

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Master's Thesis from the year 2014 in the subject Psychology - Cognition, grade: good or B+, Bahir Dar University (Faculty of education and behavioral science), course: Educational psychology, language: English, abstract: The purpose of this study was to investigate the relationship between Emotional intelligence, locus of control, self-esteem, test anxiety and academic achievement among Bahir Dar university students. A total of 89 3rd year Educational and Behavioral science students were selected using convenience sampling method. To collect data four questionnaires (EI, LC, SE and TA) and document analysis for AA were employed. One sample t-test, Pearson correlation, independent t-test and multiple regressions were used to analyze the data. The result of one sample t-test shows that students have better level of EI. The level of students LC is slightly internal as a group. Students had significantly high level of self-esteem and students have low test anxiety level. The study revealed that positive and significant relationship between EI and AA, EI and SE, EI and ILC, in contrast EI and ELC, EI and TA shows negative relationship. All EI dimensions show a positive significant relationship with AA. The independent sample t-test revealed that there was significance difference between male and female students in EI. Meaning males have higher score than females. There was statistically significant mean difference between male and female students. Female students have high level test anxiety than male students. Females are more external in locus of control than males. There is no mean difference between male students in AA and SE. regression analysis shows that LC, SE and TA predict academic achievement. On the other hand, the effects of emotional intelligence on academic achievement were found not statistically significant. Furthermore, the effect of LC and TA on AA found to be negative.

Handbook of Individual Differences in Social Behavior
Handbook of Individual Differences in Social Behavior

Author: Mark R. Leary

Publisher: Guilford Publications

Published: 2013-12-17

Total Pages: 642

ISBN-13: 1462514898

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How do individual differences interact with situational factors to shape social behavior? Are people with certain traits more likely to form lasting marriages; experience test-taking anxiety; break the law; feel optimistic about the future? This handbook provides a comprehensive, authoritative examination of the full range of personality variables associated with interpersonal judgment, behavior, and emotion. The contributors are acknowledged experts who have conducted influential research on the constructs they address. Chapters discuss how each personality attribute is conceptualized and assessed, review the strengths and limitations of available measures (including child and adolescent measures, when available), present important findings related to social behavior, and identify directions for future study.

The Factors Effecting Student Achievement
The Factors Effecting Student Achievement

Author: Engin Karadağ

Publisher: Springer

Published: 2017-05-14

Total Pages: 333

ISBN-13: 3319560832

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This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.

Locus of Control, Self Concept and Academic Achievement
Locus of Control, Self Concept and Academic Achievement

Author: Rachel K. Muhadi

Publisher: LAP Lambert Academic Publishing

Published: 2014-11-24

Total Pages: 68

ISBN-13: 9783659630521

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The study used a correlation design to explore relationships among locus of control, self concept & academic achievement. The study population comprised all the form four students from the 52 public secondary schools in Bureti District. Stratified random sampling was used to select 5 secondary schools with simple random sampling being used to select 200 students. Data was collected using a questionnaire to generate both qualitative and quantitative data. The study findings revealed that students had a positive self concept & internal locus of control. It further established that majority of the students believe in themselves, have control of their lives, evaluated themselves positively and also accepted their identity. Pearson correlation coefficient analysis revealed that there was a significant but weak correlation between students'; academic performance and locus of control; students' academic performance versus self concept & also a significant difference between female and male students' locus of control. However, the results showed that there was no significant gender difference in students self concept.

Self-Regulated Learning and Academic Achievement
Self-Regulated Learning and Academic Achievement

Author: Barry J. Zimmerman

Publisher: Routledge

Published: 2013-05-13

Total Pages: 316

ISBN-13: 1135659141

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This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.

Self-esteem, Locus of Control, and Perceived Defending Behavior in the Classroom in Relation to Grades of Junior High Students in Kochi, Japan
Self-esteem, Locus of Control, and Perceived Defending Behavior in the Classroom in Relation to Grades of Junior High Students in Kochi, Japan

Author: Kenneth George Reddington

Publisher:

Published: 1985

Total Pages: 266

ISBN-13:

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The present study was undertaken to investigate the relationship of self-esteem and locus of control to defending behavior as perceived by classmates in junior high schools in Japan, and to examine the relationship of all three of these to school grades. Special attention was given to how the present test-centered education in junior high in Japan might be negatively affecting the self-concepts of the students. Girls with high self-esteem were picked as copers by their classmates and girls with low-esteem as defenders. Boys who see themselves as in control of their lives were picked more often by their peers as copers, and boys who consider their lives influenced by luck were picked as defenders. The relationship between self-esteem and locus of control was significant for both boys and girls. A strong relationship between defending behavior and low GPA was found for both boys and girls. Low self-esteem appeared related to low GPA for girls only, and a relationship between external locus of control and low GPA was found only for boys. The inter-action among defending behavior, self-esteem and locus of control in relation to GPA was not significant. An analysis of the self-esteem item-placement scores revealed significant differences between students in the high and low quartiles in defending behavior for 15 items, suggesting meaningful differences in the way these students see themselves. Low self-esteem students and high self-esteem students appeared significantly different in how they see themselves in 51 of the 53 Q-sort items, but their ideals were significantly different in only 12 items--suggesting that "low self-esteem" is affected more by negative attitude toward self than by higher than average ideals. Almost without exception, high self-esteem students, coping students, internal students, and students with higher grades put positive self-referent items closer to "like me" in the Q-sort than did students with the opposite characteristics. Low self-esteem girls who are defending and have low grades seemed to have very negative self-concepts, and to be using the defense of sensitization. Defending boys with external locus of control and low grades had self-Concepts similar to those of other boys, and seemed to be defending by repression. The findings were related to recent literature on guilt toward parents as a motive for studying in Japan, and to frustrated dependency wishes. The data suggested that the strong emphasis on academic achievement is harming the self-esteem of most of the students in the sample. The results suggest that an attempt to help defending boys with low grades in Japan should focus on helping them become more internal in locus of control. They suggest that attempts to help defending girls with low grades should be concentrated on helping them improve in self-esteem.