IMPACT OF LOCUS OF CONTROL, ACADEMIC SELF-EFFICACY, AND ACADEMIC PROCRASTINATION ON STUDENT’S ACADEMIC ACHIEVEMENT

Abstract

The purpose of the study aimed to examine the impact of locus of control academic self-efficacy, and academic procrastination on student’s academic achievement. It also sought to examine the gender differences and compare academic outcomes between public and private school students. The research is quantitative in nature and cross-sectional research design is used. The study includes the (N=400) students, with the age range between 12-18 selected through simple convenient sampling technique, evenly split between public and private schools, and between boys and girls. The result revealed that internal locus of control was positively associated with academic self-efficacy and academic achievement, while negatively associated with academic procrastination. In contrast, external locus of control negatively correlated with academic self-efficacy and academic achievement and positively associated with academic procrastination. The regression analysis revealed that internal locus of control and academic self-efficacy is the significant predictor of academic achievement. Girls scored high on internal locus of control, academic self-efficacy and academic achievement, while boys have high scores on external locus of control and academic procrastination. High grade achievers had significantly high score on internal locus of control, academic self-efficacy, while low grade achievers had higher external locus of control and academic procrastination. The study highlights the importance of internal locus of control and self-efficacy in promoting academic achievement, while external locus of control and procrastination negatively impact academic achievement. These findings suggest that interventions to enhance internal locus of control and self-efficacy to improve the academic achievement among the students.