Locus of control, academic self-concept, and academic dishonesty among high ability college students

Rinn, Anne N.; Boazman, Janette; Jackson, Ann; Barrio, Brenda L.

doi:10.14434/v14i4.12770

Cited by 49 publications

(42 citation statements)

References 85 publications

(93 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This might lead students' motivation to decrease because they cannot see any hope for future improvements. An internal locus of control (attributing the current performance to factors that are changeable within the individual) is considered a healthier attribute and correlates better with success (13).…”

Section: Instrumentsmentioning

confidence: 99%

How Motivation Correlates with Academic Burnout: Study Conducted in Undergraduate Medical Students

Felaza¹,

Findyartini²,

Setyorini³

et al. 2020

EIMJ

View full text Add to dashboard Cite

Burnout is found among medical students as they become overwhelmed by stressors. On the other hand, students' motivation act as the force that maintains learning. This study aims to capture the association between motivation type and burnout in students. This cross-sectional study involved students across all year levels with a total of 1,036 students participated in the study. Data was collected using Academic Motivation Scale to determine type of motivation, and Maslach Burnout Inventory to measure burnout's components (emotional exhaustion, cynicism and perception of personal accomplishment). Correlations and multivariate analyses were conducted to discover associations between motivation, burnout components and performance. Significant negative correlations were found between motivation type and perception of personal accomplishment in preclinical year (PCY) 2 (r =-0.206; p = 0.004), clinical year (CY) 1 (r =-0.242; p = 0.000), and CY2 (r =-0.189; p = 0.012). In PCY1 the correlation was significantly positive (r = 0.061; p = 0.003), while in PCY3 no significant correlation was found. Negative correlations found indicate that the more external the motivation, the lower the perception of personal accomplishment. Motivation types correlates with perception of personal accomplishment as one of the subscales of burnout; showing perceptions' tendency to lowered as motivation becomes more external. This study highlights the importance of addressing students' motivation in preventing burnout. Efforts to strengthen intrinsic motivations may help develop better perceptions of personal accomplishment and protect students from burnout.

show abstract

Section: Instrumentsmentioning

confidence: 99%

How Motivation Correlates with Academic Burnout: Study Conducted in Undergraduate Medical Students

Felaza¹,

Findyartini²,

Setyorini³

et al. 2020

EIMJ

View full text Add to dashboard Cite

show abstract

“…For instance, locus of control indicates the degree to which one attributes the outcome of an evaluation to external forces, such as the instructor, or to internal forces, such as one's own actions (Hrbáčková, Hladík, & Vávrová, 2012). An internal locus of control has been linked to greater academic achievement (Rinn, Boazman, Jackson, & Barrio, 2014).…”

mentioning

confidence: 99%

Student Anxiety and Evaluation

Hull

Lawford

Hood

et al. 2019

CELT

View full text Add to dashboard Cite

The increased prevalence and severity of academic-related distress is of significant concern on college campuses. Of particular relevance to instructors is the anxiety relating to classroom teaching and evaluation practices. Sources of evaluation anxiety include student uncertainty about the nature of the expected demands as well as their ability to meet these demands. This report presents work from a pilot study investigating correlations between evaluation anxiety and perceived evaluation fidelity for different evaluation techniques across four different disciplines. We also examined the potential mediating role of academic self-efficacy in the relationship between anxiety and expected grade. Our results provide insight into methods to reduce anxiety and increase performance: should instructors focus their efforts on modifying their evaluation tools or increasing academic self-efficacy? La prévalence et la gravité accrues de la détresse liée aux études sont une préoccupation importante sur les campus universitaires. L'angoisse liée aux pratiques d'enseignement et d'évaluation en classe est particulièrement importante pour les instructeurs. Les sources d'angoisse de l'évaluation comprennent l'incertitude des étudiants quant à la nature des demandes attendues ainsi que leur capacité à répondre à ces demandes. Ce rapport présente les résultats d'une étude pilote portant sur les corrélations entre l'anxiété de l'évaluation et la fidélité à l'évaluation perçue pour différentes techniques d'évaluation dans quatre disciplines différentes. Nous avons également examiné le rôle médiateur potentiel de l'auto-efficacité académique dans la relation entre l'anxiété et le grade attendu. Nos résultats donnent un aperçu des méthodes permettant de réduire l’anxiété et d’augmenter les performances: les instructeurs devraient-ils concentrer leurs efforts sur la modification de leurs outils d’évaluation ou sur l’amélioration de leur efficacité personnelle?

show abstract

“…Locus of control refers to is the degree to which individuals perceive reinforcing events in their lives to be the result of their own actions or fate (Manichander, 2014). In this study, locus of control referred to internality and external locus of control (Rinn, Boazman, Jackson, & Barrio, 2014). There are a number of scholars (Ademe & Singh, 2015;Eby, Cader, & Noble, 2003;Gabdreeva & Khalfieva, 2016;Türetgen, Unsal, & Erdem, 2008;Wille, Wiernik, Vergauwe, Vrijdags, & Trbovic, 2018;Zubaidi, Al-Sammerai, & Ahmad, 2011) that studied the relationship between personality characteristics and female teachers progress to leadership.…”

Section: Literature Reviewmentioning

confidence: 99%

Determinants of Female Teachers Progress to Leadership in Government Aided Primary Schools in Ntungamo District, Uganda

Mugizi¹,

Masheija²

2019

OJL

View full text Add to dashboard Cite

This study explored the determinants of female teachers' progress to leadership in government-aided primary schools in Ntungamo District. Specifically, the study explored how personality characteristics, school factors and social factors determined female teachers' progress to leadership in government-aided primary schools. This cross-sectional study used a sample of 210 respondents and data were collected using a questionnaire survey. Data were analysed using descriptive analysis that included frequencies, percentages and means, and inferential analyses that were correlation and regression. Descriptive results revealed that the level of female teachers' progress to leadership was good, had strong personality characteristics and experienced favourable school and social factors. Regression results revealed that organisational factors and social were positive significant determinants of female teachers' progress to leadership while personality characteristics were negative and insignificant determinants. Therefore, the conclusions reached were that personality characteristics were not the most probable factors that determined female progress to leadership in primary schools, school factors were essential for female teachers' progress to leadership in primary schools, and social factors were imperative for female teachers' progress to leadership in primary schools. It was thus recommended that bodies charged with promoting of female teachers such District Education Service Commissions and schools leadership should assess personality characteristics of women when promoting them to leadership, those charged with management of schools such as District Education Officers, Inspectors of Schools, Schools Management Committees and head teachers should ensure that school factors promote female teachers progress to leadership, and leadership of schools from national to local level and community members should ensure that social factors in place promote female teachers progress to leadership.

show abstract

Locus of control, academic self-concept, and academic dishonesty among high ability college students

Cited by 49 publications

References 85 publications

How Motivation Correlates with Academic Burnout: Study Conducted in Undergraduate Medical Students

How Motivation Correlates with Academic Burnout: Study Conducted in Undergraduate Medical Students

Student Anxiety and Evaluation

Determinants of Female Teachers Progress to Leadership in Government Aided Primary Schools in Ntungamo District, Uganda

Contact Info

Product

Resources

About