The Relationship Between Locus of Control and Academic Achievement Among at Risk Students
The Relationship Between Locus of Control and Academic Achievement Among at Risk Students

Author: Marthina Jacoba Kirchner

Publisher:

Published: 2013

Total Pages:

ISBN-13:

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The 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.

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.

Control, Esteem and Coping in Stressful Encounters
Control, Esteem and Coping in Stressful Encounters

Author: Suhaila Nasser Ouri

Publisher:

Published: 1995

Total Pages: 170

ISBN-13:

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The purpose of this study was to investigate the relationship between locus of control, self-esteem, and coping strategies in stressful encounters. Locus of control was defined as internal and external; self esteem as low and high; coping strategies as cognitive and non-cognitive. Stressful encounters were clustered into nine categories, namely examinations, physical harm, negative life events (financial and troubled relationships), threat, challenge, commitments, achievement, ambiguity and family relations (protection and conflict). The sample included one hundred and twenty-eight students of both sexes (i.e. 64 males and 64 females) randomly selected from the American University of Beirut. Four questionnaires were constructed and piloted for the purpose of the study. A questionnaire to measure the level of stress; a questionnaire to measure the type of coping; a questionnaire to measure the type of control; a questionnaire to measure the level of self-esteem. Data were analyzed by a series of correlation coefficients. Pearson product-moment correlation coefficients revealed significant correlations between the variables under investigation. The results were discussed in terms of the relationship between the effectiveness of cognitive coping strategies as opposed to non-cognitive ones and an individual's level of self-esteem and type of control in stressful episodes.