Competence of Low-High Academic Control Focus and Its Place in Academic Success

• Main Author: Şükrü Ada
• Format: Article
• Language: English
• Published: ERPA 2020-05-01
• Series: International Journal of Psychology and Educational Studies
• Subjects: academic locus of control; self-efficacy; gpa
• Online Access: https://www.ijpes.com/frontend//articles/pdf/v7i2/v07i02-1pdf.pdf

The main purpose of the study is the role of internal and external academic control focus on the success of prospective teachers. The study, which was designed to determine the role of academic control focus in general academic success (GPA) and competence, was carried out with 180 preservice teachers, 44 of which are male and 136 are female. In order to make the focus of internal and external academic control categorically low and high, the median values are divided into two, and low and high internal and external academic control focus groups are obtained. Correlation analysis to examine the relationship between variables, t-test to determine whether GPA and competency variables differ from low and high internal and external academic control focus groups, to determine whether the t-test, GPA and competency variables predict low and high internal and external academic control focus groups. Binomial Logistic Regression analysis was performed. As a result of the analysis, it is seen that the external academic control focus has a negative relationship with GPA and competence, and the internal academic control focus has a positive relation with competence. According to the results of the t-test, GPA and competency were higher in the external academic control focus groups, while competence was higher in the internal academic control focus group. According to the results of the Binomial Logistic Regression analysis, it was seen that competence predicted both internal (towards high group) and external (towards low group) academic control focus, while GPA did not predict both internal and external academic control focus groups. It is seen that being in the low and high internal and external academic control focus group in the research results, the pre-service teachers differed in their belief in success and their academic success.