Locus of Control and Academic Self-efficacy in University Students: The Effects of Self-concepts

Sagone, Elisabetta; Caroli, Maria Elvira De

doi:10.1016/j.sbspro.2013.12.689

Cited by 70 publications

(80 citation statements)

References 8 publications

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“…Contribution of learned helplessness on academic procrastination was also reported in a study where problems with resilience, coping strategies, and psychological well-being occured in the life of university students (Sagone & De Caroli, 2014 -585 -dragged the individuals to the level where they believe that they are incapable of doing the task properly, yet they still try to cope with it; hence the procrastination (Abbasi & Alghamdi, 2015). At the same tone, another study reported that individuals who conceal their true performance abilities to secure their sense of self-worth are more likely to postpone to start or delays the completion of tasks (Sirois, 2004).…”

Section: Learned Helplessness As Predictormentioning

confidence: 56%

“…In the con- text of university students, ILC was reported to predict lower academic procrastination and higher academic achievements (Carden, Bryant, & Moss, 2004). At the same tone, it was also reported that the higher the ILC levels, the more the students perceived themselves as academically efficient (low level of academic procrastination); in turn, it leads them to positive self-evaluation, which helps them to avoid academic procrastination in the future (Sagone & De Caroli, 2014).…”

Section: Mediation Of Locus Of Controlmentioning

confidence: 96%

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Procrastination and Learned-Helplessness among University Students: The Mediation Effect of Internal Locus of Control

Prihadi

Tan²,

Tan³

et al. 2018

EJREP

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Introduction. Previous studies indicated that more than 70% university students committed academic procrastination, and one of the most prominent factors is learned helplessness, the perception that one is incapable of finishing tasks well. It was also hypothesized that when students believe that they are in control of their own events, their learned helplessness will not significantly predict their academic procrastination. This current study aims to test the hypothesis whether internal locus of control mediates the relationship between learned helplessness and academic procrastination among university students. Method.A total of 240 university students were randomly recruited to participate in this current study. Duttweiller's Internal Control Scale was utilized to measure the internal locus of control, Pure Procrastination Scale (adapted for academic setting) was employed to measure the academic procrastination level and Learned Helplessness Scale was used to measure the level of learned helplessness among the participants. Multiple regression with PROCESS macros was employed to analyze the data.Results. Results indicated that learned helplessness signifcantly predicted internal locus of control, and that internal locus of control was a significant predictor of academic procrastination. These results support the mediational hypothesis. Learned helplessness was no longer a significant predictor of academic procrastination after controlling for the internal locus of control, consistent with full mediation.Approximately 21% of the variance in academic procrastination can be explained by the predictors.Indirect coefficient was significant. Learned helplessness was associated with approximately .15 points higher academic procrastination scores as mediated by internal locus of control Discussion and Conclusion. Internal locus of control fully mediates the influence of learned helplessness on academic procrastination. In other words, when students believe that they are in control of their events, the less likely they will procrastinate doing their tasks due to helplessness they have learned. Findings of this study suggested that procrastination in academic setting occurred due to the perception of helplessness that have been learned over time; nevertheless, the influence will not be that deteriorating towards the students when the they believe that they are responsible and in control of their events.

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Section: Learned Helplessness As Predictormentioning

confidence: 56%

Section: Mediation Of Locus Of Controlmentioning

confidence: 96%

Procrastination and Learned-Helplessness among University Students: The Mediation Effect of Internal Locus of Control

Prihadi

Tan²,

Tan³

et al. 2018

EJREP

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“…On the one hand some authors claim that women are more likely to have an internal locus of control compared to men (Camgoz, Zaidi, 2013). Although some have reported there are no differences between internal or external locus of control by gender (Sagone and De Caroli, 2014).…”

Section: Introductionmentioning

confidence: 93%

Locus of Control in Mexican University Students Comparisons by Gender

García¹,

Delgado²,

Llanes³

et al. 2017

ESJ

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The aim of this research was to compare the profiles of locus of control in Mexican university students. The total sample was of 1537 subjects; 820 women and 717 men, with a mean age of 20.38 years (SD = 1.81) and 20.78 years (SD = 1.94) respectively. The approach adopted in the research is framed within a quantitative approach with a survey descriptive design. The results of the multivariate analysis of variance, followed by the univariate variance analyzes, are the ones who show higher levels of external locus of control in the factors of luck, political power, destiny and interpersonal relationships, while men report higher levels of locus as luck external control, political power, destination and interpersonal relationships. The differences found between men and women regarding the locus of control, suggest that when designing any intervention that aims to strengthen the internal locus of control will have to take into account the gender variable.

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“…Los sujetos con locus de control interno tendrían la expectativa de que los resultados que logran son contingentes u ocasionados por sus conductas o por sus características personales, lo que hace que se perciban como capaces de influir en su propio destino, de transformar una situación desfavorable, o de incrementar su probabilidad de éxito (Berglund et al, 2014;Sagone y De Caroli, 2014). La percepción de control sobre la situación aumenta la motivación para enfrentarla, de esta manera se espera que las personas con un locus de control interno se sientan más comprometidas, y actúen de forma más activa ante la situación.…”

Section: Introductionunclassified

“…Estar convencido de la posibilidad de afectar el funcionamiento del mundo a nuestro alrededor (locus de control interno) ha demostrado ser un elemento positivo en el rendimiento educativo (Sagone y De Caroli, 2014), el campo laboral (Malik et al, 2015) y la prevención de la salud (Cobb-Clark et al, 2014). De ahí que el locus de control interno, la autoeficacia y la resiliencia, entre otros, permiten afrontar los retos y alcanzar los fines deseados, además de favorecer la adaptación a las inevitables pérdidas que ocurren a lo largo de la vida (González-Arratia et al, 2012;Khoury y Günther, 2009).…”

Section: Introductionunclassified

Composición Factorial de la Escala de Locus de Control de Rotter en Universitarios Mexicanos

et al. 2016

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* Autor a quien debe ser dirigida la correspondenciaRecibido Abr. 14, 2016; Aceptado Jun. 1, 2016; Versión final Jul. 21, 2016, Publicado Dic. 2016 Resumen Se analiza la composición factorial de la Escala de Locus de Control de Rotter en Universitarios Mexicanos y se compara con otros resultados presentados en la literatura. La muestra total fue de 1537 alumnos de las licenciaturas de Educación Física y Motricidad Humana que se ofrecen en la Universidad Autónoma de Chihuahua en México, con una edad media de 20.56 años. La estructura factorial del cuestionario se analizó a través de análisis factoriales confirmatorios. Los análisis, muestran que una estructura tetra factorial es adecuada. La estructura de cuatro factores (suerte, poder político, destino y relaciones interpersonales) ha mostrado adecuados indicadores de ajuste de validez. Además, los resultados de los análisis factoriales llevados a cabo con las submuestras, indican la existencia de fuertes evidencias de la estabilidad de la estructura factorial. Palabras clave: estilos atributivos; estructura factorial; validación de constructo; ecuaciones estructurales Factor structure of the Rotter's Locus of Control Scale in Mexican university students AbstractThe factor structure of the Rotter's Locus of Control Scale in Mexican university students is analyzed. The sample consisted of 1537 participants; all of them students of the degree of Physical Education and Human Motricity offered at the Autonomous University of Chihuahua in Mexico, with a mean age of 20.56 years. Psychometric analysis showed that a tetra-factorial structure was adequate. The factorial structure of the questionnaire was analyzed with confirmatory factor analysis. The structure of the four factors (luck, political power, destiny and interpersonal relationships) showed adequate indicators of validity adjustment. In addition, factor analysis conducted with subsamples indicated the presence of strong evidence of factor structure stability.

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Locus of Control and Academic Self-efficacy in University Students: The Effects of Self-concepts

Cited by 70 publications

References 8 publications

Procrastination and Learned-Helplessness among University Students: The Mediation Effect of Internal Locus of Control

Procrastination and Learned-Helplessness among University Students: The Mediation Effect of Internal Locus of Control

Locus of Control in Mexican University Students Comparisons by Gender

Composición Factorial de la Escala de Locus de Control de Rotter en Universitarios Mexicanos

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