Relationship of Locus of Control, Cognitive Style, Anxiety, and Academic Achievement of a Group of Malaysian Primary School Children

Abstract

Using 375 primary school children, the study examined the relationship of locus of control, cognitive style, anxiety, and academic achievement while partialling out general intellectual ability. The results indicated that locus of control, cognitive style, and anxiety were correlated significantly with academic achievement. Regression analyses showed that even with the presence of general intellectual ability, locus of control was a significant predictor of academic achievement, followed by state-anxiety, cognitive style, and trait-anxiety.