Access to Educational Benefits, Locus of Control, Academic Self-Efficacy, and Motivation for College

2012 ◽  
Author(s):  
Valerie S. Leake ◽  
Adam Williams ◽  
Matthew Schumann ◽  
Bridgette Peach ◽  
Chelsey Stewart
Keyword(s):  
Locus Of Control ◽  
Self Efficacy ◽  
Educational Benefits ◽  
Academic Self Efficacy

scholarly journals THE EFFECT OF META-COGNITIVE STRATEGIES ON SELF-EFFICACY AND LOCUS OF CONTROL OF GIFTED IN FOREIGN LANGUAGE LEARNING

2019 ◽  
Vol 9 (1) ◽  
pp. 40-51
Author(s):  
Jelisaveta Šafranj
Keyword(s):  
Locus Of Control ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Cognitive Strategies ◽  
Gifted Students ◽  
Foreign Language Learning ◽  
Positive Effects ◽  
Academic Self Efficacy

Locus of control and academic self-efficacy are significant variables in foreign language learning that influence advancement in language acquisition and cognition, as well as building language skills. Previous research in the field of foreign language teaching has been partly related to cognitive and meta-cognitive learning strategies of gifted students. However, self-efficacy and locus of control of gifted have not been studied in our country, yet. This study investigates the effects of cognitive and meta-cognitive strategies on locus of control and self-efficacy of university students gifted in foreign language learning. The survey was conducted on a sample of 39 engineering students. The results show that cognitive strategies have significant and positive effects on academic self-efficacy, while meta-cognitive strategies have significant and positive effects on locus of control of gifted students.

scholarly journals Predictors of Academic Self Efficacy: Intolerance of Uncertainty, Positive Beliefs about Worry and Academic Locus of Control

2020 ◽  
Vol 13 (6) ◽  
pp. 104
Author(s):  
Kıvanç Uzun ◽  
Zeynep Karataş
Keyword(s):  
Locus Of Control ◽  
University Students ◽  
Self Efficacy ◽  
Personal Information ◽  
Complex Structure ◽  
Intolerance Of Uncertainty ◽  
Building Blocks ◽  
Academic Locus Of Control ◽  
The University ◽  
Academic Self Efficacy

Investigation of academic self-efficacy along with intolerance of uncertainty, positive beliefs about worry and academic locus of control is believed to make contributions to the understanding of its complex structure. This study is believed to be of great importance in terms of determining the building blocks to be considered by further research aiming to explain the academic self-efficacy of university students and strengthen their academic self-efficacy. The current study aimed to determine the extent to which the above-mentioned variables predict the academic self-efficacy of university students. The relational survey model was used to reveal the extent to which the above-mentioned variables predict academic self-efficacy. The study was conducted on a total of 717 university students (499 females and 218 males) attending Burdur Mehmet Akif Ersoy University. The data of the current study were collected by using a personal information form developed by the researcher, the academic self-efficacy scale, the intolerance of uncertainty scale, the positive beliefs about worry scale and the academic locus of control scale. In the analysis of the data, Pearson product-moment correlation coefficient and hierarchical multiple regression analysis were used and for this purpose, SPSS 15.0 program was utilized. At the end of the study, it was found that the university students’ academic self-efficacy is positively predicted by positive beliefs about worry and academic internal locus of control and negatively predicted by intolerance of uncertainty and academic external locus of control. The findings of the study were discussed in the light of the related studies previously done by the other researchers.

Effects of Locus of Control, Academic Self-Efficacy, and Tutoring on Academic Performance

2016 ◽  
Vol 19 (4) ◽  
pp. 433-451 ◽  
Author(s):  
Anthony Drago ◽  
David C. Rheinheimer ◽  
Thomas N. Detweiler
Keyword(s):  
Academic Performance ◽  
Locus Of Control ◽  
Self Efficacy ◽  
Public University ◽  
Grade Point Averages ◽  
Pell Grant ◽  
Grade Point ◽  
Quasi Experimental ◽  
Academic Self Efficacy ◽  
Incoming Students

This study investigated the connection between locus of control (LOC), academic self-efficacy (ASE), and academic performance, and whether these variables are affected by tutoring. Additional variables of interest, including gender, students’ Pell Grant status, ethnicity, and class size, were also considered for the research models. The population for this study consisted of students enrolled at a mid-sized public university in northeastern United States who were pre- and posttested as part of a causal-comparative, quasi-experimental research design. Results of this study showed that LOC, tutoring, gender, and an ASE measure identified as self-assurance had positive and significant effects on academic performance as measured by students’ total grade point averages. However, tutoring had no effect on LOC but had only a small moderating effect on one component of ASE. It was postulated that assessing incoming students on LOC and ASE measures could aid in identifying students with external LOC and low ASE for possible intervention.

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