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Abstract

A host of factors often determines academic attitudes among learners. This quantitative study using cross-sectional survey design was conducted to establish the prediction effect of locus of control on academic attitudes among secondary school science teacher trainees at a public university in Uganda. Data were collected from a census of 203 students using structured questionnaires comprising a biodata section, Locus of Control Scale and Academic Attitudes Scale. Analysis was done using SPSS, and information was presented in tables and later described. Results showed that the trainees used mainly external locus of control and had generally moderately negative academic attitudes. Locus of control significantly predicted academic attitudes (t = -2.595, p = .010). Further analysis revealed that there was a statistically significant difference in academic attitudes between students originating from rural areas and those from urban areas. It was concluded that the use of external locus of control shifted responsibility of academic issues from the students to other external causes which likely resulted in counterproductive view the science and hence negative academic attitudes among the students.It is recommended that trainees need to be educated before and during pre-service training to appreciate teaching as a noble profession, and that trainees with the right disposition should be selected at entry to preservice training so as to foster the needed changes in science and technology education for national socioeconomic transformation.

Adolescent Internal Environmental Locus of Control Scale (AINELOC) Measurement Tool

“…In summary, the literature suggests that in the health care context locus of control theory indicates that internals would adopt a greater sense of responsibility for their own health outcomes and would choose a more active role in the service encounter (Atibuni et al, 2017). Researchers have agreed that in recent decades internal locus of control has been connected to positive health beliefs and behaviors.…”

“…Locus of control is shaped during childhood and becomes stable during adolescence; and it is determined by various experiences the person goes through including societal influence, culture, age, sex, religion and training (Atibuni et al, 2017). This research evaluated an adolescent's internal and core understanding of ecology and environmental conservation as an area-specific measure of probabilities concerning locus of control developed for prediction of environmental related behavior.…”

“…In turn he/she develops a generalized expectancy of control when support is perceived as conditional on his or her behavior. Behaviors that result in support help to reinforce a person's perception of control (Atibuni et al, 2017).…”

“…An adolescent's expectations about him/herself in relation to his or her environment strongly influences his/her behavior. Consequently, it is important to determine an adolescent's locus of control to progress development of his or her environmental attitudes where necessary (Atibuni et al, 2017).…”

Locus of Control: Teachers’ Neglected Attribute Towards Students’ Achievement Scores in Facing Diverse Socioeconomic Status

“…Internal represents one's continuous belief system on his / her potentials (Littunen & Storhammar, 2000), passion to change consequences, hard work and calculating actions (Golparvar, 2014;Littunen & Storhammar, 2000) and assumes a positive unforeseen event between one's performance and achievements. Internals have optimistic imaginations for national development and participate in the state progress as well (Atibuni, Ssenyonga, Olema, & Kemeza, 2017;Hanushek, 2011). Externals claim that achievements, success and awards are due to others' unbreakable potential, destiny and favoritism (Golparvar, 2014).…”