Self-Concept and Locus of Control as Related to Achievement of Junior High Students

Abstract

The purpose of this study was to determine the relationship between self-concept and locus of control, and the relationship of each variable to ability, achievement, and degree of over-or underachievement in a group of seventh graders in an urban junior high school. Support was found for the association between students' attitudes concerning self-concept and locus of control and their academic achievement, between attitudes and ability, and between attitudes and over-or underachievement. These relationships were stronger for the female group than the male group. Self-concept and locus of control were closely related variables for both sexes and merit further study in order to integrate the two constructs in educational theory. Ability test scores proved to be the best predictors for achievement test scores, a finding that must be kept in mind an any instructional program.