Perception of Personal Control and Academic Achievement in Sri Lanka

Abstract

Several American studies have reported a correlation between superior academic achievement and internal locus of control. This internality-achievement relationship has been interpreted in light of contemporary changes in American education. In this study, the internality-achievement relationship is examined in the highly traditional educational system of Sri Lanka. Results demonstrated that the American findings generalize to the classroom environment in Sri Lanka. It is suggested that the American results may be unrelated to modern educational changes-that, instead, they are a consequence of an attribution process which may possess cross-cultural generality.