Locus of Control in School Students and Its
      Relationship With Academic Achievement

Kumaravelu, G.

doi:10.26634/jsch.13.4.14545

Cited by 4 publications

(2 citation statements)

References 12 publications

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“…Students who exhibit internal LOC are expected to do better learning as compared to those students who have external LOC (Drennan, Kennedy & Pisarski, 2005). Same findings are reported in another study by Kumaravelu (2018) found the positive relationship of LOC with the academic achievement of students. According to Yirka (2019), LOC is the description of the world viewed by individuals, i.e., persons who regard themselves as mostly 'at the whim of others' exhibit internal locus of control.…”

Section: Introductionsupporting

confidence: 73%

Exploration of Distance Learners' Nature of Locus of Control: Qualitative Analysis

Naseer

Kanwal

Habib

2020

GESR

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Distance education is a dynamic field and students belonging to this mode of education encompass several psychological characteristics, i.e., self-concept, locus of control etc. this study was conducted to analyze the nature of locus of control of distance learners. This study had a population of distance learners from distance learning universities in Pakistan. Sample of 76 students was taken out by a random sampling technique. The selfdeveloped interview guide was developed, and semi-structured interviews were conducted through audio recording. Thematic analysis was done for data analysis. Major themes and codes revealed that distance learners exhibit an internal locus of control. It was recommended that LOC might be considered by teachers, administrators, and educational planners as an alternative variable that can influence the academic achievement of the students.

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Section: Introductionsupporting

confidence: 73%

Exploration of Distance Learners' Nature of Locus of Control: Qualitative Analysis

Naseer

Kanwal

Habib

2020

GESR

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“…This premise explains why students have better writing performance and those who have poor writing performance. Kumaravelu (2018) stated that dimensions of locus of control significantly contribute to students' academic achievement. Students in the school have gone on to greater heights in their professional careers with the incorporation of locus of control in school education (Dement, 2008).…”

Section: Locus Of Controlmentioning

confidence: 99%

Core Self-Evaluation, Writing Motivation, and Business Writing Performance of College Third Year Students of Occidental Mindoro State College

Casanova¹,

Tuazon²

2021

IER

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This predictive cross-sectional study explored core self-evaluation, level of writing motivation, and their influence on the business writing performance of junior business students at Occidental Mindoro State College. One hundred fifty junior business students of Occidental Mindoro State College Main Campus in Academic Year 2020-2021 selected through a simple random sampling technique were the respondents in the study. It was found that the student’s level of core self-evaluation was moderate considering their results in the locus of control, self-esteem, and self-efficacy. However, the students are highly motivated in performing their writing activities. Therefore, the improvement in core self-evaluation may slightly improve writing motivation and writing performance. Likewise, improving writing motivation may slightly improve the writing performance of business students. The positive beta coefficients indicate that if the indicators of writing motivation are improved, the students’ writing performance becomes better. Thus, core self-evaluation and writing motivation affect students’ business writing performance.

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A model proposal explaining the influence of smartphone addiction related factors on high school students’ academic success

Kutluay,

Karaca

2024

Educ Inf Technol

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An exploratory sequential mixed-method study is designed to develop and test a comprehensive model explaining the relationships between factors associated with smartphone addiction and high school students’ academic achievement. Involving two main phases of qualitative and quantitative, focus group discussions with high school students and interviews with teachers were conducted in the first phase, both to decide on the factors and to reveal the relationships between the factors in the model. According to the qualitative results, the most important factors were found as social media usage, cyberloafing, academic procrastination, external and internal academic locus of control. Then, a hypothesis model involving these factors was developed to explain high school students' academic achievement. Obtained from 410 high school students, quantitative data are collected online by the use of some scales measuring the factors included in the model. Using the path analysis method, the hypothesis model was tested, and it was observed that the model fit the data well. As a result, the factors that most influence academic achievement were found as duration of social media usage, external academic locus of control, smartphone addiction, internal academic locus of control, academic procrastination, and cyberloafing respectively. The uniqueness of the presented model in this research is believed to lie in its holistic perspective on the relationships between smartphone addiction and related factors, and their effects on academic achievement. Looking from a big picture, this model is expected to provide a roadmap for practitioners and decision-makers in terms of how to improve students’ academic achievement.

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Locus of Control in School Students and Its Relationship With Academic Achievement

Cited by 4 publications

References 12 publications

Exploration of Distance Learners' Nature of Locus of Control: Qualitative Analysis

Exploration of Distance Learners' Nature of Locus of Control: Qualitative Analysis

Core Self-Evaluation, Writing Motivation, and Business Writing Performance of College Third Year Students of Occidental Mindoro State College

A model proposal explaining the influence of smartphone addiction related factors on high school students’ academic success

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