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Author: Rachel K. Muhadi
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659630521
Category :
Languages : en
Pages : 68
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Book Description
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.
Author: Rachel K. Muhadi
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659630521
Category :
Languages : en
Pages : 68
Get Book Here
Book Description
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.
Author: Donna M. Ingle Krusen
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 94
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Book Description
Author: Harvey Lavoyd Causey
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 102
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Book Description
Author: David Calkin Moyer
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 290
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Book Description
Author: Moges Gebresellassie
Publisher: GRIN Verlag
ISBN: 3346101614
Category : Psychology
Languages : en
Pages : 83
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Book Description
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.
Author: Lyons Jacqueline Anne
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 190
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Book Description
Author: Angeliki Leondari
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Chuck Hansford
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 428
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Book Description
Author: Sandra F. Dupont
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 158
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Book Description
Author: Angeliki Leondari
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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