Introduction
In recent decades, the pursuit of tracing and assessing the factors that effect academic performance has become a widespread pursuit within various branches of psychology. Such studies require a personality appraisal of selected variables that are believed to have real-world implications on academic output as indicated by a data analysis of results and achievements. Amongst the many factors that have been identified by such studies, locus of control and self-efficacy has held a sustained appeal for researchers and academics alike.
In personality psychology, the locus of control refers to the extent that individuals deem they can control events and outcomes that affect their lives (Rotter, 1966). The concept originates from various …show more content…
The scale measures the locus of control with specific regard to academic values. The overall time required to administer and tally the scale should take approximately 18-20 minutes. There are 28 items with two separate value outcomes: true or false. Lower scores on the Trice Academic Locus of Control Scale signify higher GPA and high scores on the scale signify a lower GPA.
The possible scores range from 0 to 28 (in correlation to the GPA). Scores of 14 and under obtained on the scale signify an internal locus of control whereas scores above 14 fall under the range of external locus of control. The scale rates highly in terms of internal consistency. Test-retest reliability also returns favorable values (alpha =.74, r=.92). There was also favorable concurrent validity with regards to other scales.
Self-Efficacy …show more content…
Error Difference
GSE Equal variances assumed 4.734 .032 - 5.106 100 .000 -6.138 1.202 Equal not variances assumed - 4.460 36.999 .000 -6.138 1.376
Table 3.1
Academic Locus of Control means for High and Low Academic Achievers Levene’s Test for Equality of Variances t-test for Equality of Means F Sig t df Sig (2-tailed) Mean Difference Std. Error Difference
ALOC Equal variances assumed 2.423 .123 8.243 100 .000 7.279 .883 Equal not variances assumed 8.834 52.829 .000 7.279 .824
Table 1 illustrates that the average mean of the CGPA amongst the student samples is 3.0, highlighting that the mean sample consisted of considerably high achieving students. The Academic Locus of Control has a mean of 14.50, which falls under the external locus of control. The General Self Efficacy, the third variable, has a value of 28.07, which denotes that the sample study group has relatively high-self
In recent decades, the pursuit of tracing and assessing the factors that effect academic performance has become a widespread pursuit within various branches of psychology. Such studies require a personality appraisal of selected variables that are believed to have real-world implications on academic output as indicated by a data analysis of results and achievements. Amongst the many factors that have been identified by such studies, locus of control and self-efficacy has held a sustained appeal for researchers and academics alike.
In personality psychology, the locus of control refers to the extent that individuals deem they can control events and outcomes that affect their lives (Rotter, 1966). The concept originates from various …show more content…
The scale measures the locus of control with specific regard to academic values. The overall time required to administer and tally the scale should take approximately 18-20 minutes. There are 28 items with two separate value outcomes: true or false. Lower scores on the Trice Academic Locus of Control Scale signify higher GPA and high scores on the scale signify a lower GPA.
The possible scores range from 0 to 28 (in correlation to the GPA). Scores of 14 and under obtained on the scale signify an internal locus of control whereas scores above 14 fall under the range of external locus of control. The scale rates highly in terms of internal consistency. Test-retest reliability also returns favorable values (alpha =.74, r=.92). There was also favorable concurrent validity with regards to other scales.
Self-Efficacy …show more content…
Error Difference
GSE Equal variances assumed 4.734 .032 - 5.106 100 .000 -6.138 1.202 Equal not variances assumed - 4.460 36.999 .000 -6.138 1.376
Table 3.1
Academic Locus of Control means for High and Low Academic Achievers Levene’s Test for Equality of Variances t-test for Equality of Means F Sig t df Sig (2-tailed) Mean Difference Std. Error Difference
ALOC Equal variances assumed 2.423 .123 8.243 100 .000 7.279 .883 Equal not variances assumed 8.834 52.829 .000 7.279 .824
Table 1 illustrates that the average mean of the CGPA amongst the student samples is 3.0, highlighting that the mean sample consisted of considerably high achieving students. The Academic Locus of Control has a mean of 14.50, which falls under the external locus of control. The General Self Efficacy, the third variable, has a value of 28.07, which denotes that the sample study group has relatively high-self