Locus of Control and Academic Achievement

Kishor, Nand

doi:10.1177/0022002183014003003

Journal of Cross-Cultural Psychology

1983

DOI: 10.1177/0022002183014003003

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Locus of Control and Academic Achievement

Nand Kishor¹

Abstract: In an attempt to unravel reasons for ethnic discrepancies in academic achievement, this study investigated the locus of control orientation of Fijians and Fiji-Indians and examined its influence on their academic performance. Data on academic performance, locus of control, and social background were collected from 272 Fijians and 273 Fiji-Indians. In comparison to Fijians, the Fiji-Indians showed greater internal locus of control orientation and performed better on achievement tests, despite their poorer socio… Show more

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Cited by 16 publications

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“…In this way students show their belief that the way they approach the task will --influence their reinforcement such as receiving a high grade or praise from the teacher. Internally oriented students believe success is dependent on their work and tend to expend great effort for academic success (Kishor, 1983).…”

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Locus of Control and College Students' Approaches to Learning

et al. 1996

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Stimmary.-To predict over-all grade point average (GPA) the relationships among the students' approaches to learning as measured by the Study Process Questionnaire, Scholastic Aptitude Test, class attendance, and GPA were based on responses €ram 202 undergraduate students (72 men, 125 women, and 5 undefined) enrolled in an introductory psychology course. Analysis indicated that SAT scores correlated positively wirh over-all GPA. Scores on Achieving Approach LO learning only were significantly but negatively correlated wich GPA ( r = -.27). Higher scores on the external locus of control measure also correlated negnr~vely but not significantly with GPA (r = -.21). Regression analysis indicated Schol~sr~c Apcitude Test scores were also [he best predlctors oE over.aU GPA followed by dass attendance. Only scores on Achieving Approach conrr~buted to the prediction of GPA. No significant effect was noted when examining gender and Scholastic Aptitude Test scores with the Study Process Questionnaire.Many groups have been interested in the pre&ctabhty of students' academic performance. Previous research focused on such areas as intelhgence testing, socioeconomic status, individual personality and cognitive variables, special abhties, prior knowledge, and actual interest in subject matter (Lavin, 1965). Biggs (1987) indicated this view has changed because many now recognize that learning in secondary school is different from learning in college. Academic performance is affected by course content and nature, how students see their performance, how important it is to them, and what level of performance they wish to maintain (Entwistle, Hanley, & Hounsell, 1979; Watluns, 1983). Realizing that grade point average is not the sole measure of academic achievement, many researchers have begun to examine the study processes of students. According to Biggs (19871, study processes are "meant to include a complex of tactics, strategies and approaches that are in turn lctated by relevant values and attitudes" (p. 266).From his research Biggs (1978) developed a three-stage model of study behaviors. The prestage consists of personal and situational characteristics. The learning stage is the basis for much of Biggs' work; B~ggs defines the actual motives and strategies students use in learning. Students' motives such as the desire "to gain a quahfication, to pursue academic interests, to gain highest grades, or any combination of these" (p. 10) represent the encoding 'Send requests for reprints to Cathy W. Hall, Department of Psychology, East Carolina University, Greenville, NC 27834.

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Locus of Control and College Students' Approaches to Learning

et al. 1996

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“…External attributions might result in less effort to perform well in classes or lower motivation to work hard to be successful. Conversely, students with an internal locus of control tend to adopt a deep approach to learning (Biggs, 1985) and attribute learning consequences as a result of their own behaviour/work (Kishor, 1983). Thus, internal attributions are associated with increased effort to perform well in class and greater motivation to work hard to be successful.…”

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Cross-Cultural Learning Approaches in Students from the USA, Japan and Taiwan

Brown

Aoshima

Bolen

et al. 2007

School Psychology International

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The purpose of this study is to examine the relationship between approaches to learning and locus of control of students from the USA, Japan, and Taiwan. The results show that students from the USA utilized more rote memory learning compared to students from Japan and Taiwan, while students from Japan were more likely to be `Achieving' learners than peers from either the USA or Taiwan. `Deep Approaches' to learning, however, were similar across the three groups. Students from both Japan and Taiwan exhibited higher levels of external orientation than did students from the USA. Although cultural characteristics were reflected in students' locus of control orientation, there were no differences in students' deep processing understanding strategies as all students displayed low levels. School psychologists must therefore be aware that students from different Asian cultural backgrounds do not have a singular approach to learning or a singular locus of control orientation. The mediating role of cultural context in learning must be considered for individual students in order to implement appropriate and effective teaching strategies, techniques, and methods that promote deep level understanding for learners with differing cultural backgrounds.

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Interpreting correlations between children's perceived control and cognitive performance: Control, agency, or means€nds beliefs?

Chapman¹,

Skinner²,

Baltes³

1990

Developmental Psychology

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The types of beliefs responsible for correlations between children's perceived control and cognitive performance were investigated in 180 2nd, 4th, and 6th graders. Children were interviewed for control beliefs regarding the attainment of desired goals, for agency beliefs regarding the accessibility of different types of means to the self, and for means-ends beliefs regarding the efficacy of different types of means. Cognitive performance variables included fluid and crystallized intelligence as well as short-term and recognition memory. Of the three types of beliefs, only agency beliefs were strongly and consistently related to cognitive performance. Correlations were greater than zero beginning in 4th grade, increased monotonically from 2nd to 6th grade, and occurred for all cognitive performance measures.

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Locus of Control and Academic Achievement

Cited by 16 publications

References 11 publications

Locus of Control and College Students' Approaches to Learning

Locus of Control and College Students' Approaches to Learning

Cross-Cultural Learning Approaches in Students from the USA, Japan and Taiwan

Interpreting correlations between children's perceived control and cognitive performance: Control, agency, or means€nds beliefs?

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