The Relationship between Locus of Control and Academic Adaptability Among College Students: Mediating Effect of Academic Self-Efficacy
##plugins.themes.bootstrap3.article.sidebar##
PDF
Submitted Dec 5, 2022
Published Jan 29, 2023
Published Jan 29, 2023
DOI
Abstract viewed = 63 times
Issue
Section
Articles
##plugins.themes.bootstrap3.article.main##
Learning adaptability is a necessary condition for students to complete their learning tasks and achieve good performance. From the connotation of locus of control, academic self-efficacy and learning adaptability, we can see that there is a strong logical connection among the three. The aim of this paper was to explore the characteristics of locus of control, academic self-efficacy and learning adaptability in college students, and analyze the relationship among the above 3 variables. Stratified random sampling was used to select five hundred and nineteen college students from 7 universities in Guangdong Province. They were investigated with Academic Self- Efficacy Scale (ASES), Learning Adaptability Scale for College Students (LAS), and Internality, Powerful Others, and Chance Scale (IPC). The survey results indicated the following three points. First, the total scores of ASES, LAS, IPC were (68.90±10.95), (95.61± 15.46), (27.70±5.65), (18.06±7.73) and (19.65±6.83), respectively; Second, there was a pairwise correlation among the scores of internality, academic ability self-efficacy and LAS (r=0.69, 0.37, 0.61, all P<0.01), a pairwise correlation among the scores of internality, academic behavior self-efficacy and LAS (r=0.67, 0.37, 0.23, all P<0.01), as well as a pairwise correlation among the scores of internality, academic self-efficacy and LAS (r=0.71, 0.37, 0.55, all P<0.01); Third, the scores of academic ability self-efficacy, academic behavior self-efficacy and academic self-efficacy played a partly mediating effect in the relationship between the score of internality and LAS, with the mediation effect counting for 57.8 %, 27.2 % and 72.9% of the total effect, respectively. It is therefore suggested that internality not only has a direct role on the learning adaptability of college students, but also indirectly affects it through academic self-efficacy.
Keywords: academic self-efficacy, college students, learning adaptability, locus of control, mediating effect
References
Asma Taghani1 & Majid Reza Razavi. (2022). The effect of metacognitive skills training of study strategies on academic self-efficacy and academic engagement and performance of female students in Taybad. Current Psychology, 41(1), 8784–8792.
Chartrand Judy MA. (1990). Causal analysis to predict the personal and academic adjustment of nontraditional students. Journal of Counseling Psychology, (1), 133–146.
Dai Tian, Yunqing Lu, Xiaoqiang An, Jingrong Liu, Shaoguo Kang. (2012). Study on the effects of academic self-efficacy and social anxiety on college students’ subjective well-being. Chinese Journal of Health Psychology, 20(8), 1241–1243.
Eakman AM, Kinney AR, Schierl ML. (2019). Academic performance in student service members/veterans: Effects of instructor autonomy support, academic self-efficacy and academic problems. Educational Psychology, (8), 1005–1026.
Han Qin, Zhang Chenyi. (2020). The influence of college students’ academic self-efficacy on life satisfaction: The mediating effect of daily academic resilience. Chinese Journal of Health Psychology, 28(2), 270–273.
Hao Zhou, Lirong Long. (2004). Statistical test and control method of common method deviation. Advances in Psychological Science, 12(6), 942–948.
Hongxia Miao, Guangwen Song, Zewen Jiang. (2020). Perfectionism and professional commitment of college students: The mediation of academic self-efficacy. Journal of Adult Education College of Hebei University, 22(4), 84–90.
Junjie Zhao, Ailin He, Haijuan Zhu. (2020). The relationship between academic self-efficacy, self-esteem, perceived social support and learning burnout of college students. Department Research Occupation and Health, 36(8), 1120–1123.
Levenson H. (1981). Differentiating among internality, powerful others, and chance. In H. M.Lefcourt (Ed.). Research with the locus of control construct. New York: Academic Press.
Li Chen, Yan Sui, Lin Deng. (2008). The relationship between college students' learning adaptability, self-esteem, and locus of control. Health Vocational Education, 26(17), 24–25.
Li Jie, Song Shanggui. (2013). Academic self-efficacy, academic emotion and learning adaptation of college students. Chinese Journal of Clinical Psychology, 21(9), 14–29.
Martin M. Chemers, Li-tze Hu, Ben F Garcia. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55–64.
Mei Chen, Shihua Huang, Qilin Wu. (2021). The relationship between academic self-efficacy and college students’ online game addiction: The mediating effect of subjective well-being. Chinese Journal of Health Psychology, 29(9), 1817–1820.
Mohammed H. Abood, Bassam H. Alharbi, Fatin Mhaidat, Ahmad M. Gazo. (2020). The relationship between personality traits, academic self-efficacy, and academic adaptation among university students in Jordan. International Journal of Higher Education, 9(3), 120–120.
Pintrich P, Smith D, Garcia T. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813.
Rixia Hou, Weiyan Zhao, Yunjia Zheng. (2020). Locus of control and college students’ cell phone addiction: The mediating effect of self-efficacy. Chinese Journal of Health Psychology, 28(2), 226–231.
Rotter JB, Phares EJ. (1972). Applications of a social learning theory. New York: Holt. Rinehart & Winston.
Schunk DH. (1989). Self-efficacy and achievement behaviors．Educational Psychology Review, (1), 173–208．
Tingyong Feng, Ti Su, Xingwang Hu, Hong Li. (2006). Development of the learning adaptability scale for college students. Journal of Psychology, 38(5), 762–769.
Warshawski S, Bar-Lev O, Barnoy S. (2019). Role of academic self-efficacy and social support on nursing students’ test anxiety. Nurse Educator, (1): E6–E10.
Wen Zhonglin, Hou Jietai, Zhang Lei. (2005). Comparison and application of regulatory effect and mediation effect. Acta Psychologica Sinica, 37(2), 268–274.
Xing Tong, Jiandong Miao. (2019). The relationship between self-efficacy and college students’ academic performance: The mediating effect of learning optimism. Higher Education Exploration, (3), 16–21.
Yusong Liang. (2004). Study on the correlation between academic self-efficacy and mental health of college students. Chinese Journal of Clinical Rehabilitation, (24), 4962–4963.
Zhongyong Lin, Xinguo Yang. (2018). Study on the relationship between academic self-efficacy, fear of failure and procrastination among college students. Journal of Hangzhou Normal University (Natural Science Edition), 17(5), 475–480.
Xiangdong Wang. (1999). Handbook of mental health assessment scale. Beijing: China Journal of Mental Health Press.
Xiaofang Ren, Xiaoxian Zhang. (2017). Boredom tendency and academic procrastination of college students: Mediation effect of academic self-efficacy. Journal of Hangzhou Normal University (Natural Science Edition), 16(4), 383–388.
Yusong Liang. (2000). Research on college students’ achievement goals, attribution styles and academic self-efficacy. Wuhan: Central China Normal University.
##plugins.themes.bootstrap3.article.details##
How to Cite
Yongmei, H., & Chen, Y. (2023). The Relationship between Locus of Control and Academic Adaptability Among College Students: Mediating Effect of Academic Self-Efficacy. European Journal of Education and Pedagogy, 4(1), 73–77. https://doi.org/10.24018/ejedu.2023.4.1.542
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
