Locus of Control and College Students' Approaches to Learning

Abstract

Stimmary.-To predict over-all grade point average (GPA) the relationships among the students' approaches to learning as measured by the Study Process Questionnaire, Scholastic Aptitude Test, class attendance, and GPA were based on responses €ram 202 undergraduate students (72 men, 125 women, and 5 undefined) enrolled in an introductory psychology course. Analysis indicated that SAT scores correlated positively wirh over-all GPA. Scores on Achieving Approach LO learning only were significantly but negatively correlated wich GPA ( r = -.27). Higher scores on the external locus of control measure also correlated negnr~vely but not significantly with GPA (r = -.21). Regression analysis indicated Schol~sr~c Apcitude Test scores were also [he best predlctors oE over.aU GPA followed by dass attendance. Only scores on Achieving Approach conrr~buted to the prediction of GPA. No significant effect was noted when examining gender and Scholastic Aptitude Test scores with the Study Process Questionnaire.Many groups have been interested in the pre&ctabhty of students' academic performance. Previous research focused on such areas as intelhgence testing, socioeconomic status, individual personality and cognitive variables, special abhties, prior knowledge, and actual interest in subject matter (Lavin, 1965). Biggs (1987) indicated this view has changed because many now recognize that learning in secondary school is different from learning in college. Academic performance is affected by course content and nature, how students see their performance, how important it is to them, and what level of performance they wish to maintain (Entwistle, Hanley, & Hounsell, 1979; Watluns, 1983). Realizing that grade point average is not the sole measure of academic achievement, many researchers have begun to examine the study processes of students. According to Biggs (19871, study processes are "meant to include a complex of tactics, strategies and approaches that are in turn lctated by relevant values and attitudes" (p. 266).From his research Biggs (1978) developed a three-stage model of study behaviors. The prestage consists of personal and situational characteristics. The learning stage is the basis for much of Biggs' work; B~ggs defines the actual motives and strategies students use in learning. Students' motives such as the desire "to gain a quahfication, to pursue academic interests, to gain highest grades, or any combination of these" (p. 10) represent the encoding 'Send requests for reprints to Cathy W. Hall, Department of Psychology, East Carolina University, Greenville, NC 27834.

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