Abstract:
This study examined the influence of self-efficacy, locus of control, and self esteem on the academic achievement of Colleges of Education students in Ghana.
The descriptive cross-sectional survey design was employed. Through a multi level sampling technique, 692 Level 200 students were sampled. Questionnaire
and performance record sheets were used for the data collection. Data were
analysed using simultaneous multiple linear regression, independent samples t test, multivariate analysis of variance, and moderation analysis with Hayes’
PROCESS using 5000 bootstrap samples. It emerged that students had a high
level of self-efficacy, self-esteem, chance, powerful others, but low on internal
locus of control. Self-efficacy and self-esteem were significant predictors of
academic achievement. There was no significant difference in self-efficacy, self esteem and academic achievement with respect to type of college, but there was a
significant difference in locus of control with respect to type of college. Gender
did not moderate the relationship between self-efficacy and self-esteem and
academic achievement, but moderated the relationship between chance locus of
control and academic achievement. Type of college significantly moderated the
relationship between self-efficacy, locus of control, self-esteem, and academic
achievement. It was concluded that students who have so much belief and see
themselves in a very positive manner are more likely to perform better
academically than those who do not believe in themselves. It was recommended
that the Colleges of Education should collaborate with Educational Psychologists
to organize regular in-service programmes for Tutors in the Colleges of Education
on how to help student-teachers to develop high self-efficacy, locus of control and
self-esteem.
