Locus of Control and Academic Self-efficacy in University Students: Analysis of Self-concepts
Overview
This paper summarizes and analyzes the research by Sagone and De Caroli (2014) investigating the relationships between locus of control, academic self-efficacy, and self-concepts among university students. The author examines three key findings: that internal locus of control correlates with positive self-concepts, academic self-efficacy relates to positive self-perception, and academic ability supports internal locus of control. The paper argues that these three concepts are intrinsically linked and important for university student success.
What this literature review covers
- Summary of Sagone & Caroli study methodology and sample (267 Italian university students)
- Presentation of three research questions and corresponding findings on locus of control and self-efficacy
- Author's critical analysis and commentary on the interconnection between locus of control, self-efficacy, and self-concepts
Preview
Psychology Paper
Name:
Institution:
Psychology Paper
This paper will summarize and comment on the study “Locus of Control and Academic Self-efficacy in University Students: The Effects of Self-concepts” by Elisabetta Sagone and Maria Elvira De Caroli. Sagone & Caroli (2014) investigate: (1) whether university students who adopt the internal locus of control also convey a positive depiction of present and future self-concepts; (2) if university students who recognize themselves as highly competent in their studies express a positive depiction of present and future self-concepts; and (3) whether university students who view themselves as academically able adopt the internal locus of control. The authors used a sample of 267 Italian university students (96 men and 171 women) aged between 18 and 26 years. They divided them into three groups concerning their study courses (psychology, medicine, and law). They employed the locus of control of behavior scale to evaluate the students’ internal and external locus of control, the academic self-efficacy scale (which was created for the first time by the authors) to explore students’ perceived self-efficacy in the academic context, and the semantic differential technique to analyze the representation of present and future self-concepts.