Locus of Control, Self-concept and Intelligence as Predictors of Academic Achievement
Author: Donna M. Ingle Krusen
Publisher:
Published: 1981
Total Pages: 94
ISBN-13:
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Author: Donna M. Ingle Krusen
Publisher:
Published: 1981
Total Pages: 94
ISBN-13:
DOWNLOAD EBOOKAuthor: Moges Gebresellassie
Publisher: GRIN Verlag
Published: 2020-01-23
Total Pages: 83
ISBN-13: 3346101614
DOWNLOAD EBOOKMaster'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.
Author: Rachel K. Muhadi
Publisher: LAP Lambert Academic Publishing
Published: 2014-11-24
Total Pages: 68
ISBN-13: 9783659630521
DOWNLOAD EBOOKThe 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.
Author: Marthina Jacoba Kirchner
Publisher:
Published: 2013
Total Pages:
ISBN-13:
DOWNLOAD EBOOKThe main aim of this study was to determine whether the locus of control construct could be used to predict academic success. The study differentiated between short-term academic success (successful completion of the first year of study) and long-term academic success (successful completion of pre-graduate degree). Both generalised and domain specific locus of control measurements were used to determine which of these correlate with academic success. A further aim was to investigate the role of self esteem and level of defensiveness in the relationship between locus of control and academic achievement. Four measurement instruments were administered to an effective sample of 53 first year students at the University of Pretoria. The measurement instruments were the Internal, Powerful other and Chance Scales (Levenson, 1981), the Multi-dimensional, Multi-attributional Causality Scale (Lefcourt, 1981), the Social Desirability Scale (Crowne & Marlowe, 1960) and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The statistical analyses consisted of descriptive statistics and correlational analyses. Analysis of the data showed no significant correlation between locus of control and academic achievement for the group as a whole but did show a significant positive correlation between long-term academic success and generalised internality among black students. The data further showed a significant negative correlation between self esteem and long-term academic success. Self esteem correlated positively with an external orientation in both black and white students. The only significant predictor of academic success among white students was social desirability.
Author: Harvey Lavoyd Causey
Publisher:
Published: 1981
Total Pages: 102
ISBN-13:
DOWNLOAD EBOOKAuthor: Angeliki Leondari
Publisher:
Published: 1992
Total Pages:
ISBN-13:
DOWNLOAD EBOOKAuthor: David Calkin Moyer
Publisher:
Published: 1979
Total Pages: 290
ISBN-13:
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Publisher:
Published: 1991-04
Total Pages: 520
ISBN-13:
DOWNLOAD EBOOKAuthor: Milton Graham Spann
Publisher:
Published: 1976
Total Pages: 622
ISBN-13:
DOWNLOAD EBOOKAuthor: Howard David Harper
Publisher:
Published: 1983
Total Pages: 134
ISBN-13:
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