Locus of control, self-efficacy, and student performance in an introductory economics course

Kader, Ahmad A.

doi:10.1016/j.iree.2022.100234

Cited by 4 publications

(4 citation statements)

References 20 publications

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“…Students who have internal locus of control who are high have a positive contribution to their achievement because they are deep internal locus of control, someone considers that an effort must be made if you want to succeed (Bahçekapılı & Karaman, 2020;Sudarmiatin & Hermawan, 2020). In contrast to students who have external locus of control tend to think that their lives are primarily determined by forces outside of themselves, such as fate, destiny, luck, and other powerful people (Adiputra, 2021;Kader, 2022;Nykänen et al, 2019). Research conducted by other studies shows that there is an intermediate effect locus of control with student achievement (Ejiobi-okeke & Samuel, 2021).…”

Section: Influence Locus Of Control (X2) Against Economic Learning Ac...mentioning

confidence: 99%

“…These two studies are different, because other research takes the object of online student research which refers to distance learning, while our research is in the context of face-to-face learning (Bahçekapılı & Karaman, 2020). There is also study that examines the effect of locus of control and self-efficacy on learning achievement in economics learning (Kader, 2022). However, this research takes research subjects at the college level, while our research is at the high school level.…”

Section: Introductionmentioning

confidence: 99%

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The Influence of Self-Efficacy and Locus of Control on Student Achievement in Economics Subject

Ismail,

Licence,

Yulistiana

et al. 2023

JPP

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There were still many students who had low self-efficacy and locus of control. Students feel insecure so they tend to depend on students who are smarter. This study aims to analyze the effect of self-efficacy and locus of control on student achievement in twelve grade accounting class at senior high school. This research uses a quantitative approach with descriptive methods. The sampling technique in this study is simple random sampling. The data analysis technique used is multiple linear regression analysis by testing the hypothesis using the t test and f test. The results of the study show that: (1) There is a positive and significant influence between self-efficacy and student achievement as evidenced by the t-count 3,633 > t-table 2,00575 at the 5% significance level.; (2) There is a positive and significant influence between locus of control with student achievement indicated by t-count 6,037 > 2,00575 at the 5% significance level.; (3) There is a positive and significant influence between self-efficacy, locus of control together with student achievement indicated by R Square 0.828 and f count of 139.923 > f table with (df: 2; 53) a significant level of 5% which is equal to 3.17. Based on the results of the analysis it can be concluded that the variables of self-efficacy and locus of control both affect learning achievement, where students who have self-efficacy and locus of control which is good then it will be able to improve learning achievement.

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Section: Influence Locus Of Control (X2) Against Economic Learning Ac...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Influence of Self-Efficacy and Locus of Control on Student Achievement in Economics Subject

Ismail,

Licence,

Yulistiana

et al. 2023

JPP

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“…Individuals with more confidence in their personal ability (high SE) perceive greater expectations of their actions and are likely to be more attracted to compensation systems that link their individual behaviour to rewards (Cable and Judge, 1994). In fact, SE is a significant predictor of performance (Kader, 2022) both at work and in academic settings. Individuals with high SE seek positive reinforcements, others' approval and the feeling of thriving at work (Ashraf et al, 2014).…”

Section: Jaoc 206mentioning

confidence: 99%

Personality characteristics, preferences for rewards and the propensity to choose an auditing job

Alves,

Gregório,

Lourenço

2024

JAOC

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Purpose This study investigates theoretical relationships among personality characteristics, preferences for different types of rewards and the propensity to choose a job in auditing by management-related higher education students. Specifically, the authors consider motivation, locus of control (internal and external) and self-efficacy (SE) as personality characteristics and financial, extrinsic, support and intrinsic as types of rewards. Design/methodology/approach Data were collected through a questionnaire targeted at management-related higher education students in Portugal. Partial least squares structural equation modelling was used to analyse the data. Findings The full sample results show that different types of motivation, locus of control and SE are related to different reward preferences. The authors also find a positive association between a preference for extrinsic rewards and the propensity to choose a job in auditing. Moreover, when the authors consider the role of working experience in the model, the authors find that the reward preferences that drive the choice of an auditing job differ according to that experience. Originality/value This study enriches the literature by assessing preferences for different types of rewards, considering multiple personality characteristics and a comprehensive set of rewards. Furthermore, the authors identify the reward preferences that drive the choice of an auditing career. This knowledge empowers auditing firms to devise recruitment strategies that resonate with candidates’ preferences, which boosts the capacity of these companies to attract new auditors.

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“…Education refers to school education organized by particular organizations from a narrow view. And from a broad perspective, it relates to social practice activities that affect people's physical and mental development [1]. According to school conditions and professional titles, it aims to educate and cultivate cognitive development in a planned and organized way, teach people with existing experience and knowledge [2,3], explain various phenomena, problems, or behavior [4], and improve their practical ability.…”

Section: Introductionmentioning

confidence: 99%

Multi-Layer Perception model with Elastic Grey Wolf Optimization to predict student achievement

2022

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This study proposes a Grey Wolf Optimization (GWO) variant named Elastic Grey Wolf Optimization algorithm (EGWO) with shrinking, resilient surrounding, and weighted candidate mechanisms. Then, the proposed EGWO is used to optimize the weights and biases of Multi-Layer Perception (MLP), and the EGWO-MLP model for predicting student achievement is thus obtained. The training and verification of the EGWO-MLP prediction model are conducted based on the thirty attributes from the University of California (UCI) Machine Learning Repository dataset’s student performance dataset, including family features and personal characteristics. For the Mathematics (Mat.) subject achievement prediction, the EGWO-MLP model outperforms one model’s prediction accuracy, and the standard deviation possesses the stable ability to predict student achievement. And for the Portuguese (Por.) subject, the EGWO-MLP outperforms three models’ Mathematics (Mat.) subject achievement prediction through the training process and takes first place through the testing process. The results show that the EGWO-MLP model has made fewer test errors, indicating that EGWO can effectively feedback weights and biases due to the strong exploration and local stagnation avoidance. And the EGWO-MLP model is feasible for predicting student achievement. The study can provide reference for improving school teaching programs and enhancing teachers’ teaching quality and students’ learning effect.

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Locus of control, self-efficacy, and student performance in an introductory economics course

Cited by 4 publications

References 20 publications

The Influence of Self-Efficacy and Locus of Control on Student Achievement in Economics Subject

The Influence of Self-Efficacy and Locus of Control on Student Achievement in Economics Subject

Personality characteristics, preferences for rewards and the propensity to choose an auditing job

Multi-Layer Perception model with Elastic Grey Wolf Optimization to predict student achievement

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