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Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
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Thesis - Educational Psychology >
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http://hdl.handle.net/123456789/3685
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| Title: | LOCUS OF CONTROL, SELF-EFFICACY AND ACADEMIC ACHIEVEMENT MOTIVATION AS PREDICTORS OF ACADEMIC PERFORMANCE OF COLLEGE FRESHMEN: THE CASE OF A.A.U. |
| Authors: | MULUGETA, TAFESSE |
| Advisors: | Dr. Mekonnen Yimer |
| Keywords: | LOCUS OF CONTROL
PREDICTORS OF ACADEMIC PERFORMANCE |
| Copyright: | May-1998 |
| Date Added: | 6-Nov-2012 |
| Publisher: | ADDIS ABABA UNIVERSITY |
| Abstract: | The present study examined the predictive power of self-efficacy, locus of control,
academic achievement motivation, and gender on the academic performance of AAU
freshmen. 341 randomly selected freshmen (Males, N=170 and Females, N=171)
participated in the study. An adapted academic self-efficacy scale of Pintrich and
DeGroot(1990) and Roeser et al. (1996), ANS-IE of Nowicki and Duke(1973), and
Academic Achievement Motivation Self-Report Inventory of Daniel(1992) were employed
to tap the aformentioned beliefs. GPA's were secured from Freshman Program Office.
Regression analyses performed for pooled subjects revealed that each of the predictor
variable added significant unique variance to GPA of freshmen accounting for 25.15% of
the over-all variance. Gender-subgroup regression analyses indicated that each of the
predictor variable added significant unique variance on GPA of females (explaining for
25.60% of the over-all variance). Academic achievement motivation contributed the most
explaind unique variance to GPA (18.97%). For males, the proportion of variance
accounted for by three of the variables on GPA was 17.17%, but only self-efficacy
contributed a significant unique variance to GPA (16.05%). Statistically siginificant gender
difference were noted in each of the variables studied. Results showed males' superiority
over females'. The implication of these findings to university education in particular and
educational practice in general were discussed. Furthermore, directions for future research
were suggested. |
| URI: | http://hdl.handle.net/123456789/3685 |
| Appears in: | Thesis - Educational Psychology
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