Locus of control, self-efficacy, and the mediating effect of outcome control: predicting course-level and global outcomes in an academic context
Background and Objectives. The current study utilizes Skinner's framework to examine the unique contributions of internal locus of control, self-efficacy, and perceived outcome control over course performance on students' academic experiences. Method. Undergraduate students (N = 225) took...
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sg-smu-ink.soss_research-33192020-03-31T03:28:36Z Locus of control, self-efficacy, and the mediating effect of outcome control: predicting course-level and global outcomes in an academic context AU, Evelyn W. M. Background and Objectives. The current study utilizes Skinner's framework to examine the unique contributions of internal locus of control, self-efficacy, and perceived outcome control over course performance on students' academic experiences. Method. Undergraduate students (N = 225) took part in a longitudinal study and completed two surveys (Time 1: just before their mid-term exams; Time 2: just before their final exam in the same semester). Results. Both locus of control and self-efficacy at Time 1 predicted course-level perceived control over course performance at Time 2. Student-level perceived control over course performance at Time 2 mediated the relationship between self-efficacy at Time 1 and course-level perseverance, course-specific stress, and course enjoyment at Time 2. For global perceived stress and life satisfaction measured at Time 2, both locus of control and self-efficacy at Time 1 had only a direct effect on global perceived stress at Time 2, but only self-efficacy at Time 1 predicted life satisfaction at Time 2. Conclusion. Both locus of control and self-efficacy uniquely contribute to students' academic experiences. Student-level perceived control plays an important mediating role between locus of control and self-efficacy at Time 1, and course-level perseverance, course-specific stress, and course enjoyment at Time 2. 2015-07-01T07:00:00Z text application/pdf https://ink.library.smu.edu.sg/soss_research/2062 info:doi/10.1080/10615806.2014.976761 https://ink.library.smu.edu.sg/context/soss_research/article/3319/viewcontent/Locus_of_control_self_efficacy_afv.pdf http://creativecommons.org/licenses/by-nc-nd/4.0/ Research Collection School of Social Sciences eng Institutional Knowledge at Singapore Management University academics locus of control outcome control life satisfaction stress self-efficacy Educational Psychology Experimental Analysis of Behavior |
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academics locus of control outcome control life satisfaction stress self-efficacy Educational Psychology Experimental Analysis of Behavior AU, Evelyn W. M. Locus of control, self-efficacy, and the mediating effect of outcome control: predicting course-level and global outcomes in an academic context |
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Background and Objectives. The current study utilizes Skinner's framework to examine the unique contributions of internal locus of control, self-efficacy, and perceived outcome control over course performance on students' academic experiences. Method. Undergraduate students (N = 225) took part in a longitudinal study and completed two surveys (Time 1: just before their mid-term exams; Time 2: just before their final exam in the same semester). Results. Both locus of control and self-efficacy at Time 1 predicted course-level perceived control over course performance at Time 2. Student-level perceived control over course performance at Time 2 mediated the relationship between self-efficacy at Time 1 and course-level perseverance, course-specific stress, and course enjoyment at Time 2. For global perceived stress and life satisfaction measured at Time 2, both locus of control and self-efficacy at Time 1 had only a direct effect on global perceived stress at Time 2, but only self-efficacy at Time 1 predicted life satisfaction at Time 2. Conclusion. Both locus of control and self-efficacy uniquely contribute to students' academic experiences. Student-level perceived control plays an important mediating role between locus of control and self-efficacy at Time 1, and course-level perseverance, course-specific stress, and course enjoyment at Time 2. |
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AU, Evelyn W. M. |
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AU, Evelyn W. M. |
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AU, Evelyn W. M. |
title |
Locus of control, self-efficacy, and the mediating effect of outcome control: predicting course-level and global outcomes in an academic context |
title_short |
Locus of control, self-efficacy, and the mediating effect of outcome control: predicting course-level and global outcomes in an academic context |
title_full |
Locus of control, self-efficacy, and the mediating effect of outcome control: predicting course-level and global outcomes in an academic context |
title_fullStr |
Locus of control, self-efficacy, and the mediating effect of outcome control: predicting course-level and global outcomes in an academic context |
title_full_unstemmed |
Locus of control, self-efficacy, and the mediating effect of outcome control: predicting course-level and global outcomes in an academic context |
title_sort |
locus of control, self-efficacy, and the mediating effect of outcome control: predicting course-level and global outcomes in an academic context |
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Institutional Knowledge at Singapore Management University |
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2015 |
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https://ink.library.smu.edu.sg/soss_research/2062 https://ink.library.smu.edu.sg/context/soss_research/article/3319/viewcontent/Locus_of_control_self_efficacy_afv.pdf |
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