Project Title

How internalized and externalized locus of control differentially predict academic self efficacy

Presenter Hometown

Virginia Beach, VA

Major

Psychology

Department

Psychology

Degree

Undergraduate

Mentor

Jonathan S. Gore

Mentor Department

Psychology

Abstract

Prior research has found a positive association between locus of control and academic self efficacy, but typically these studies define locus of control as a bipolar continuum. New research suggests locus of control is better defined as two independent unipolar constructs, but few researchers have applied this model as a predictor of academic self efficacy. The current study analyzes how internal and external locus of control differentially predict academic self efficacy. The study consisted of two independent variables, internalized locus of control and externalized locus of control and one dependent variable, academic self efficacy. We hypothesized that internalized locus of control is a positive predictor of academic self efficacy while externalized locus of control is a negative predictor of academic self efficacy. Participants (n=605), from undergraduate psychology courses at Eastern Kentucky University (n=217) and at the University of Georgia (n=388), completed surveys that assessed internalized and externalized locus of control and academic self efficacy. The results supported the hypothesis that internalized locus of control is a positive predictor of academic self efficacy but indicated that externalized locus of control is not a significant predictor of academic self efficacy. This study provides differential support that internalized locus of control is a positive predictor of academic self efficacy and opposes prior research that indicates only externalized locus of control is a predictor of psychological outcomes.

Presentation format

Poster

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How internalized and externalized locus of control differentially predict academic self efficacy

Prior research has found a positive association between locus of control and academic self efficacy, but typically these studies define locus of control as a bipolar continuum. New research suggests locus of control is better defined as two independent unipolar constructs, but few researchers have applied this model as a predictor of academic self efficacy. The current study analyzes how internal and external locus of control differentially predict academic self efficacy. The study consisted of two independent variables, internalized locus of control and externalized locus of control and one dependent variable, academic self efficacy. We hypothesized that internalized locus of control is a positive predictor of academic self efficacy while externalized locus of control is a negative predictor of academic self efficacy. Participants (n=605), from undergraduate psychology courses at Eastern Kentucky University (n=217) and at the University of Georgia (n=388), completed surveys that assessed internalized and externalized locus of control and academic self efficacy. The results supported the hypothesis that internalized locus of control is a positive predictor of academic self efficacy but indicated that externalized locus of control is not a significant predictor of academic self efficacy. This study provides differential support that internalized locus of control is a positive predictor of academic self efficacy and opposes prior research that indicates only externalized locus of control is a predictor of psychological outcomes.