Underpinnings of Academic Success: Effective Study Skills Use as a Function of Academic Locus of Control and Self-Efficacy

Abstract

I t is not uncommon to hear a student blame a teacher for a low grade in a course, but the implications of such comments are not always addressed. Incidentally, these occurrences provide insight into where the student believes the control of reinforcement over an outcome exists. Within the framework of social learning theory, Rotter (1966) introduced generalized expectancies for internal versus external control of reinforcement, which refers to the belief or expectation that control of reinforcement for future outcomes exists primarily within oneself or in external sources. For example, individuals with a prototypical internal locus of control perceive a direct link between their actions and the rewards and punishments they incur in day-today life. Individuals with a prototypical external locus of control believe that rewards and punishments vary with external sources, such as luck, fate, or powerful others. The construct of locus of control has enjoyed widespread attention in the scientific literature, which logs a compelling record of its usefulness. An internal locus of control is often tied to greater academic performance (Carden, Bryant, & Moss, 2004). One explanation for this pattern of data is that students with an internal locus of control perceive a link between their behavior and control over the reinforcement, which makes them more likely to put forth the effort to do well. Logically, their external counterparts are less consistent in their academic efforts because the reward for the behavior is expected to come from external sources. For example, Trice and Hackburt (1989) examined the relationship between academic locus of control and college absenteeism. The researchers measured students' locus of control, and then asked students to keep diaries for 6 weeks, in which they recorded absences and noted whether those absences were illness-related. There was a significant correlation between an external locus of control score and absences unrelated to illness. Furthermore, Gump (2004) established a strong negative relationship between absences and course grade. These data lay credence to the claim that an internal locus of control is characteristic of effortful students who are more likely to perform better academically. When students believe the reward will become from internal sources (as opposed to external ones), they are more likely to do what is necessary to perform well (e.g., attend class). Thus, an internal locus of control

Development and Validation of the Tertiary Student Locus of Control Scale

“…He found that students who possessed an internal locus of control were more likely to obtain their doctorate within 5 years than those with an external locus of control . Landis et al (2007) found that internal locus of control and high selfefficacy were related to greater academic performance. Nelson and Williams (2004) found that students' perceived academic workload and their level of external locus of control had a positive correlation with each other such that as perceived academic workload increased, so too did individual's external locus of control.…”

Self-Efficacy With Application to Nursing Education: A Concept Analysis

“…(2010) found individuals who believe they possess the ability to overcome challenges are likely to strive for achievement. Individuals who feel competent demonstrate greater willingness to apply effort while learning (Landis et al., 2007).…”

“…Literature suggests a correlation exists between perceived self‐efficacy and academic performance (Black, Hall, & Darmawan, 2007; Choi, 2005; Kitsantas, Winsler, & Huie, 2008). Furthermore, literature proposes pedagogical methods (Nilsen, 2009), instructor feedback (Linnenbrink & Pintrich, 2003), and internal motivation (Clayton, Blumberg, & Auld, 2010; Landis, Altman, & Cavin, 2007) impact a student's perceived level of self‐efficacy and knowledge acquisition.…”

Poczucie kontroli w okresie wczesnej adolescencji wśród uczniów z dwóch etapów edukacji

“…Analizy odnoszące się do poczucia kontroli sięgają początków drugiej połowy XX wieku i wciąż podejmowane są w badaniach psychologicznych (por. Barani, 2006;Chubb, Fertman, Ross, 1997;Domachowski 1984;Domańska-Najder, 1984;Drwal, 1995;Gliszczyńska, 1990;Landis, Altman, Cavin, 2007;Marks, 1998;Ng-Knight, Schoon, 2017;Smith, 2003).…”