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ERIC Number: EJ853013
Record Type: Journal
Publication Date: 2003
Pages: 21
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-1542-3077
The Relationship of Locus of Control and Self-Efficacy to Academic Achievement of First-Year Students
Hoover, Kathleen Geiger
Journal of The First-Year Experience & Students in Transition, v15 n2 p103-123 2003
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, explaining 17% to 43% of the variance in achievement. Addition of locus of control, self-efficacy, and achievement goals explained 49% to 53% of the variance in achievement. (Contains 4 tables.)
National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail:; Web site:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)