التفكير البنائي والابتكارية الانفعالية ووجهة الضبط الأكاديمي كمؤثرات على التوافق مع الحياة الجامعية لدى طلبة كلية التربية بجامعة القصيم = The Effects of Constructive Thinking, Emotional Creativity and Academic Locus of Control on the Adjustement of University Life for Faculty of Education, Qassim University Students

2017 ◽  
pp. 235-280
Author(s):  
حجاج غانم أحمد علي
Keyword(s):  
Locus Of Control ◽  
University Students ◽  
Constructive Thinking ◽  
University Life ◽  
Academic Locus Of Control ◽  
Faculty Of Education

Academic Locus of Control of University Students: A Caribbean Case Study

1995 ◽  
Vol 81 (3_suppl) ◽  
pp. 1388-1390 ◽  
Author(s):  
Arthur G. Richardson
Keyword(s):  
Locus Of Control ◽  
University Students ◽  
West Indies ◽  
Older Students ◽  
The West ◽  
Control Scale ◽  
Academic Locus Of Control ◽  
The University

The Academic Locus of Control Scale was administered to 1089 students (500 males and 589 females) from The University of the West Indies. Statistically significant differences were noted by age (18 to 40 years), with older students scoring more internal, and also by faculty, with students in the Faculty of Arts scoring more internal than peers in other faculties of the university.

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.

scholarly journals Development and Validation of the Tertiary Student Locus of Control Scale

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401989906
Author(s):  
Stefan Santokhie ◽  
Garth E. Lipps
Keyword(s):  
Academic Success ◽  
Locus Of Control ◽  
University Students ◽  
Academic Outcomes ◽  
Discriminant Validity ◽  
Item Analysis ◽  
Principal Component ◽  
Item Pool ◽  
Tertiary Student ◽  
Academic Locus Of Control

This study developed and validated a measure of Locus of Control in university students. Tertiary academic locus of control is the general expectancy that university students have regarding their ability to change their academic outcomes. Students who have an internal academic locus of control expect that their own efforts, skill, or luck will lead to academic success, while those with an external locus of control believe that academic outcomes are a result of luck, destiny, fate, or the behaviors of others. A series of steps were taken to develop the Tertiary Student Locus of Control (TSLOC) scale. These steps included defining the construct, developing a nomological network of the construct, and constructing an item pool of 66 items. Following the creation of the item pool, an item analysis was conducted on the 66-item measure to produce the 30-item TSLOC scale. The draft scale was administered to 100 participants (80 females and 20 males predominantly of Afro-Caribbean heritage from English-speaking Caribbean islands). The TSLOC scale had an internal consistency of .96 and had strong concurrent validity and moderate discriminant validity. A principal component analysis indicated that the TSLOC was a multidimensional scale composed of three underlying dimensions. The TSLOC scale was found to be valid and reliable for the current population of Caribbean tertiary students. The limitations and implications are discussed.

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