EFFECT OF LOCUS OF CONTROL AND GENDER ON ACADEMIC PERFORMANCE
- Format: Ms Word Document
- Pages: 85
- Price: N 5,000
- Chapters: 1-5
- Get the Complete Project
Gender
Abstract: –
This paper examined the relationship between Locus of Control and academic achievement, and discussed the possibility of gender differences. Past research indicated a positive correlation relationship between internal scores and high academic achievement. Overall, the research regarding gender found males to be more internal and external than females. The sample of this study included 204 first year Yarmouk University students, from four different departments (English. Accounting, Chemistry and Engineering). The multidimensional- multi-attributional causality scales (MMCS). was administered to the respondents of the study. The MMCS were then correlated with academic achievement and gender.
The statistical analysis evidenced a correlation between Locus of Control and academic achievement, The internal locus of control were high and positively correlated with academic achievement among the male students (r=.362, p=.000) and positively correlated with external locus of control (r=-.208, p=.035). However only the internal locus of control was positively correlated with academic achievement among female students (r=.274, p=.006) and negatively correlated with external locus of control (r=.002, p=.982). The findings showed that males were more internal and external then females. Overall, this study supported the findings of past research supporting a positive relationship between Locus of Control and academic achievement.
Introduction
There is a growing trend around universities in the globe to ensure high ranking and quality outputs measured in terms of quality graduates being produced. To achieve such aspiration university teaching and learning must take into account students’ personality characteristics. The University of Yarmouk is no exception.Educational psychologists and theorists of learning have discussed the varied factors influencing academic achievement. The factors included both academic and non academic factors. The latter included the constructs of internal and external locus of control in learning .Internals believe that outcomes in their lives depend on their own actions and choices whilst externals believe that outcomes depend on the vagaries of chance, fate or powerful other people.
