The relationship of locus of control and self-efficacy to academic achievement of first-year students

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Author(s): Hoover, K. G.

Citation: Hoover, K. G. (2003). The relationship of locus of control and self-efficacy to academic achievement of first-year students. Journal of The First-Year Experience & Students in Transition, 15(2), 103-123.

 

Abstract

This correlation study assessed whether the psychological variables of college students' locus of control, self-efficacy, and achievement expectations strengthen the prediction of academic achievement beyond that of traditional cognitive measures of high school grade point average and scores on the ACT or SAT examination. The study used earned credit hours, college grade point average, and total quality points (course credit hours multiplied times the numerical value of the letter grade) as indicators of academic achievement. Total quality points yielded the highest correlation with all predictor variables. High school grade point average and ACT composite score were most predictive of academic achievement. Addition of locus of control, self-efficacy, and achievement goals explained 49% to 53% of the variance in achievement.

 

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