The Relationship of Locus of Control and Self-esteem with Academic Achievement in Middle Adolescents PDF Download
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Author: Stacy L. Pfannenstiel
Publisher:
ISBN:
Category : Locus of control
Languages : en
Pages : 42
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Book Description
Author: Stacy L. Pfannenstiel
Publisher:
ISBN:
Category : Locus of control
Languages : en
Pages : 42
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Book Description
Author: Curtis Dean Legg
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 364
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Book Description
Author: Anne E. Foon
Publisher:
ISBN: 9780731610389
Category : High school students
Languages : en
Pages : 42
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Book Description
Author: Sunny Marie Greene
Publisher:
ISBN:
Category :
Languages : en
Pages : 100
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Book Description
Author: Carl Albert Steingraber
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 116
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Book Description
Author: Marthina Jacoba Kirchner
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
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.
Author: Rush Utley
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 258
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Book Description
Author: Karen Tschida Schafer
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 90
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Book Description
Author: Beth A. Ridge
Publisher:
ISBN:
Category :
Languages : en
Pages : 300
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Book Description
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.
