Locus of control, academic self-concept and academic performance of senior high school students

Abstract

The focus of this study was to examine locus of control, academic self-concept and academic performance of Senior High School (SHS) students. A multistage sampling procedure was engaged in selecting a sample of 375 out of a population of 5914. A correlational design was adopted for the study. The study adapted Academic Self-Concept Scale (ASCS) and Locus of Control Scales (LCS) and tests were used to collect data. Statistical tools such as mean, standard deviation, frequency, Pearson product moment of correlation, independent samples t-test and multiple linear regression were used to analyse the data. The results indicated that external locus of control was the best predictor of academic performance of SHS students in the Denkyembour District. The results further showed that academic self-concept had a positive significant influence on students' academic performance. The study, therefore, recommended that administrators and teachers of the various SHSs in the District develop and maintain a positive attitude toward students in order to help boost their academic self-concept by encouraging, assuring, and reinforcing them positively toward their academic work. This will motivate them to believe that they are academically capable and can do well if they work hard.