Locus of control in graduation students

Zaidi, Imran Haider; Mohsin, Muhammad Naeem

doi:10.21500/20112084.695

Cited by 26 publications

(15 citation statements)

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“…No gender differences were found and the second hypothesis was completely confirmed. This findings are in line with those of Clarke (2004) and Naik (2015), but they diverge from the results obtained by Cairns et al (1990), Haider Zaidi andNaeem Mohsin (2013), as well as by Stipek and Weisz (1981). The most plausible reason that lays behind these findings is that female students are perceived by teachers as more talented in learning and speaking languages compared to male students.…”

Section: Discussion / Conclusion and Suggestionssupporting

confidence: 79%

“…As for gender differences in locus of control, various studies revealed more internal locus of control in males as compared to females (Cairns, McWhirter, Duffy, & Barry, 1990;Haider Zaidi & Naeem Mohsin, 2013;Stipek & Weisz, 1981); however, some studies did not yield statistically significant gender differences in this variable (Clarke, 2004;Naik, 2015). A research showed positive correlation between age and the level of internal locus of control (Blanchard-Fields & Irion, 1988).…”

Section: Introductionmentioning

confidence: 99%

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İngi̇li̇zceyi̇ Yabanci Di̇l Olarak Öğrenen Öğrenci̇lerde Tri̇ce Akademi̇k Kontrol Odaği Ölçeği̇ni̇n Tek Boyutlu Faktör Yapisinin Ön İncelemesi̇

Aydoğan¹

2016

Dergi Karadeniz

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Their ages ranged between 18 and 27 years old. After excluding eight items with poor psychometric characteristics, a unidimensional underlying factor structure was examined of the TALCS from the data. The reliability coefficient (Cronbach's Alpha) for the revised version of the TALCS scale was .96. The mean value of their years of study was calculated as M = 3.02 whereas the standard deviation was SD = 1.24. Gender differences in academic locus of control were not statistically significant at predefined alpha level of .05. The correlation between participants' academic locus of control and their age was very small and statistically insignificant. Some implications of these findings were discussed as well as suggestions for future studies in this field of pedagogic psychology.

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Section: Discussion / Conclusion and Suggestionssupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

İngi̇li̇zceyi̇ Yabanci Di̇l Olarak Öğrenen Öğrenci̇lerde Tri̇ce Akademi̇k Kontrol Odaği Ölçeği̇ni̇n Tek Boyutlu Faktör Yapisinin Ön İncelemesi̇

Aydoğan¹

2016

Dergi Karadeniz

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“…The individuals with internal locus of control have the belief that they can monitor the events or situations with their own fate and have a strong belief in themselves and their abilities (Zaidi & Mohsin, 2013). Therefore, such individuals discern clear connections between their actions and outcomes of their behaviours.…”

Section: Definition Of Locus Of Controlmentioning

confidence: 99%

The combined influence of self-leadership and locus of control on the job performance of engineering workforce in a power generation utility: An empirical perspective

Rambe

Modise

Chipunza

2018

SA j. hum. resour. manag.

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Orientation: The joint effects of self-leadership and locus of control within an engineering context have been under-explored because much research focused on self-leadership and locus of control as independent concepts, and studies on their combined effects on organisational performance remain hard to encounter in emerging economies.Research purpose: The aim of the study was to develop deeper empirical knowledge of the combined effects of self-leadership and locus of control on job performance of engineering workforce in Eskom Free State.Motivation for the study: The originality of the study lies in the reconstitution of individual self-leadership and locus of control concepts as they relate to job performance and its impact on prospective engineers who work at Eskom in Bloemfontein.Research approach/design and method: Drawing on a quantitative approach, a survey was conducted on 134 engineering personnel (comprising engineers, technologists and technicians). Of this workforce, a total of 107 engineers participated in the study representing a response rate of 79.8%. Correlation and multiple regression analysis were used to analyse the corpus of quantitative data.Main findings: The results demonstrate that self-leadership and locus of control are significant independent variables and when considered jointly, they have a positive significant impact on job performance of the Eskom engineering workforce.Practical/managerial implications: Implications for the initiation and fostering of self-leadership and locus of control to improve the job performance of Eskom Bloemfontein engineering workforce are discussed.Contribution/value-add: The study contributes to engineers’ task-focused behaviour through its expectations for the engineering workforce to be self-leaders who exercise internal locus of control in the execution of their jobs. This study also contributes to engineers’ work-related personality dimensions and sense of self-awareness through an exposition of individual personalities they were not conscious of.

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“…For the reason of that many researchers conduct studies related to the academic locus of control and its impact on students' performance. Zaidi & Mohsin (2013) revealed that intelligence, hard work and abilities are more important to their behavior.…”

Section: Core Self-evaluationmentioning

confidence: 99%

Relationship between Core Self-Evaluation and Academic Procrastination among Female Students in Saudi Arabia

Rajapakshe¹

2018

IJHRS

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Four personality traits of core self-evaluation are used to describe human character and their behavior. Personality comes from within the person and remains consistent throughout his or her life. Therefore, many research papers and academic studies were carried out to understand personality and its connection to academic related behavior. This study is examined the relationship between personality dimensions and academic procrastination. This is a survey research primarily rely on data collected from undergraduate students. For this research, female undergraduates from Universities in Saudi Arabia were selected. To select the sample, three private universities are selected from the eastern province randomly and then 160 students randomly chosen for the test. The data collection is conducted by using online survey website that is only given to the selected students. The dependent variable in the analysis is the measure of academic procrastination of female Saudi students in private universities and independent variables are four personality traits defined under the core self-evaluation; self-esteem, locus of control, generalized self-efficacy and emotional stability. Collected data is analysed through; mean, standard deviation, correlation, and regression analysis. The results of the study obtained proved that there is a significance negative relationship between self-esteem, generalized self-efficacy and emotional stability and students’ academic procrastination behavior. Also, there was a slightly positive relationship between a locus of control and students’ procrastination behavior. However, according to the regression analysis all four personality traits are significant but show negative impact on students’ procrastination behavior.

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Locus of control in graduation students

Cited by 26 publications

References 0 publications

İngi̇li̇zceyi̇ Yabanci Di̇l Olarak Öğrenen Öğrenci̇lerde Tri̇ce Akademi̇k Kontrol Odaği Ölçeği̇ni̇n Tek Boyutlu Faktör Yapisinin Ön İncelemesi̇

İngi̇li̇zceyi̇ Yabanci Di̇l Olarak Öğrenen Öğrenci̇lerde Tri̇ce Akademi̇k Kontrol Odaği Ölçeği̇ni̇n Tek Boyutlu Faktör Yapisinin Ön İncelemesi̇

The combined influence of self-leadership and locus of control on the job performance of engineering workforce in a power generation utility: An empirical perspective

Relationship between Core Self-Evaluation and Academic Procrastination among Female Students in Saudi Arabia

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