RESEARCH PAPERS

A STUDY TO INVESTIGATE THE RELATIONSHIP BETWEEN LOCUS OF

CONTROL AND ACADEMIC ACHIEVEMENT OF STUDENTS
By
AIJAZ AHMED GUJJAR * RUKHMA AIJAZ **
* Associate Professor, Department of Education, Sindh Madressatul Islam University, Karachi, Pakistan.
** BS Student, Department of Education, International Islamic University, Islamabad, Pakistan.
ABSTRACT
Motivation is regarded as the alpha and omega of learning .It is the heart of teaching learning process. Motivation is
defined as an internal state that arouses, directs, and maintains the behavior over time. Thus motivation is the pivotal
component of learning and locus of control which is one of the important factors it stems from. Locus of control is a belief
about the primary source of a person's behavior- either internal (within a person) or external (with in a person's physical
and social environment). The main aim of this research was to measure the locus of control of students in order to
determine the degree of their externality or internality of locus of control. And to find out the gender difference in locus of
control orientation at College and University levels to relate the locus of control with academic achievement. Sample of
study consisted of 466 students, out of which 205 were boys and 261 were girls. This sample was chosen from two female
college and one male college located in Rawalpindi city and one Co-education University Institute located in
Islamabad city. The college students were mostly of 16 and 17 years age group, where as University students were in the
20 and 21 year age group. For the purpose of measuring locus of control questionnaire was used with a few
modifications. Academic achievement was measured by the marks obtained by the sample in their recently held
examination at their institutions. The obtained data were analyzed and interpreted using statistical tools such as: Mean
Standard Deviation, t-test and correlation coefficient. The results show that the majority of students were found to be
more internal than external in their locus of control. This result is enlightened with others studies that, locus of control and
academic achievement were related positively to each other. Boys were found to be more internal than girls at college
level however, no gender differences in locus of control were found at the University level.
Keywords: Locus of Control, Internal and External, Relationship, Academic Achievement

INTRODUCTION basic factor in learning. No learning can take place

Motivation is one of the most important components of without the interest of the learner. This means that the
learning. It holds a pivotal role in the teaching learning motivation plays a vital role in learning. In fact no real
process. Though teacher's motivation level occupies a learner is in proper frame of mind for learning. It
very important position, yet it is always dependent on the concentrates the attention and energy of a person on the
students' process. Motivation is the heart of learning. A activity or knowledge to be learnt.”
stronger inner urge will mean the stronger efforts. According to Morgan (1974),”Motivation as a term has
Adequate motivation not only sets in motion the activity, proved to be very illusive concept. The psychologists have
which results in learning, but also sustains and directs it. It is studied it at great length and they have arrived on
concerned with the arousal of interest in learning (Chand, different definitions on it. Motivation is the term which is
1990). covering out about everything that psychologists want to
Bhatia (1997) states that,” Motivation is an important factor say about the subject. It has three distinct aspects such as,
in learning process. Motivation implies the arousal and some motivation state within the person impelling him
maintenance of interest in learning where interest is a toward some goal, the behavior he displays striving for the
goal, and achievement of the goal.” Motivation may be

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regarded as something, which prompts and energizes an concept to attribution theory is locus of control (Rotter,
individual to act or behave in a particular manner at time 1954). The word “locus” means location .A person with an
for attaining some specific goal or purpose “internal locus of control” is one who believes that success
Considerable research has been done based upon the or failure is located in his or her own efforts or abilities.
theories of motivation. The over riding concern with Someone with an “external locus of control “is more likely
motivation theories are due to interest in behavioral to believe that other factors, such as luck, task difficulty, or
science. The works of Darwin and Freud have given fillip to other people's action, cause success or failure (Slavin,
this field of psychology. Since nature and motives of men 1994).
have been described variously from time to time, It has Locus of control is assessed on a continuum, ranging from
given rise to various theories of motivation (Dececco, internal to external. Individuals at the internal end of this
1971). Current theories of motivation include Maslow's continuum are called as having internal locus of control,
hierarchy of needs, McClelland's Achievement while those at the external end are those who have
Motivation, Rotter's Locus of Control, Wiener's Attribution external locus of control According to Rotter (1975),
Theory (crowl et al., 1997). internalizes are those people who believe that they are
The first variable of the proposed research is “locus of autonomous, who are the master of their own fate and
control”. The term ‘locus of control’ was originally bear personal responsibility for what happens to them. In
introduced by Rotter (1954) whose thinking reflects a contrast, Externalizes view themselves as helpless pawns
blend of humanistic and behavioristic tradition. Rotter was of fate, controlled by out side forces over which they have
not only the first to define the concept, but also presented little influence, if any.
a social learning theory framework, in which it could be In educational setting, perceptions of control refer to the
incorporated. students’ personal view of the source of control over task
Literature Review outcomes, that is the cause of success end failure in
educational task. Researchers (Nicholls, 1984; Weiner,
Rotter (1975) looks at motivation as a mental
1984) have indicated that students who attribute their
phenomenon. Locus (location) is a personal belief about
successes and failures in educational tasks in internal and
who can control the consequences of one's action.
controllable sources (e.g. students 'own efforts or students
People with external locus of control believe that the
who use of appropriate strategies) are more likely to persist
consequence of their action (success and failure) is
in the face of difficulty . On the other hand ,students
controlled by others. They do not see a strong link between
attribute their success and failure to external
their efforts and outcomes, and between their action and
uncontrollable source (e.g. powerful others, luck task
consequences of that action. People with internal locus of
difficulty or inherent abilities ) are more likely to give up
control believe that, they have a direct control upon the
when they come across difficulties in their learning .
outcomes of their action. Some personalities are external,
some are internal but most of the personalities are neither One concept that is central to attribution theory is locus of
completely external nor internal (Arif.2003). Maer (1976), control (Rotter, 1966). Locus of control refers to the type of
has operationally defined locus of control as,” It describes attribution students make for their success and failure on
continuum of belief as whether one's outcomes are the their school task. People with an external locus of control
result of internal control (e.g. effort) or external control attribute the outcome in their lives to their own action and
(e.g., powerful other or fate)”. choice. Locus of control is defined in the Meyers textbook
as the extent to which people perceive outcomes as
Locus of control is a personality trait that is concerned on
internally controlled by chance or outside forces. In other
whether people attribute responsibility for their own failure
words, there are two extremes in locus of control, Those
or success to internal factor or external factor .One central
who feel that they control the events that happen

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throughout their lives have an internal locus of control, Objectives of the study
and those who feel that outside forces are responsible for The objectives of the study were as follows
their fate have an external locus of control. Persons with an
·To measure the students' locus of control regarding
internal locus of control are considered to be more likely to
their success &failure.
higher success rates in school. Research helps us to
·To compare male and female students at college
understand role-play by self-confidence and a feeling of
and university level separately on the variable of locus of
being in control. For example, research suggests that
control.
students perform at higher levels if they have confidence
·To investigation the relationship between locus of
in themselves, and personal efficacy is a matter of internal
control and academic achievement.
locus of control. Students with more internal locus of
control attribute their success to their own abilities and not Hypotheses
to luck or chance, as do persons with external locus of The following Null hypotheses were formulated.
control. When students realize that, their thoughts control ·There is no significant relationship between the locus
their action (i.e. their locus of control is internal) and they of control scores and academic achievement scores of
can positively affect their own beliefs, motivation and all female students.
academic performance. Rotter (1966) developed the ·There is no significant relationship between the locus
locus of control as an attempt to combine the older, of control scores and academic achievement scores of
which are more established enforcement approaches all male students.
with the newly developed cognitive approach of attribute
·There is no significant relationship between the locus
comparatively performed better than those who made
of control scores and academic achievement scores of
an external attribution. It has been also established that
all male and female students.
students with an internal locus of control spent more time,
·There is no significant relationship between the locus
whereas those with an external locus of control spent
of control scores and academic achievement scores of
more time at the same task.
male college students.
Researchers investigated locus of control, academic and
·There is no significant relationship between the locus
sex of 9th grade students by administrating the
of control scores and academic achievement scores of
‘Nowsickland Locus of Control Scale’ to 267 students from
female college students.
three secondary schools in a suburban community. The
researchers wanted to determine if these factors were ·There is no significant difference between the mean
related to the expectation that locus of control is scores on locus of control of male and female college
correlated with the exam scores. The result of the study students.
indicated that, their hypothesis was correct. The advance ·There is no significant difference between the mean
level students were significantly more internal than scores on locus of control of male and female University
general level students, although basic level students did students.
not differ significantly from advanced or general level ·There is no significant difference between the mean
students. scores on locus of control of female college and university
Although much work has been done on locus of control students.
factor in the outside world, educational curriculum and ·There is no significant difference between the mean
teaching methodology were never built upon those scores on locus of control of male college and university
concepts and all subjects were being treated alike. It was students.
high time that steps were taken ahead in using new and ·There is no significant difference between the mean
innovative concepts for teaching the young folk.

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scores on locus of control of all male and female students. Findings

Research methodology Following findings were made on the basis of the analyzed
Following methods and procedures were adopted for this data.
study. Hypothesis 1
Population There is no significant relationship between the locus of
The target population comprised of about 3000 college control scores and academic achievement scores of all
students of 25 Government colleges located in the female students.
Rawalpindi city and approximately 8000 students of 5 Table1 denotes that, the correlation coefficient between
private sector universities located in Islamabad city. locus of control score and academic achievement
Sample scores of all girls is r=0.77. Where as the table value of
correlation is 0.19 at .05 level of significance. So the null
Sample of the study consisted of 466 students. This sample
hypothesis stating that there is no significant relationship
was chosen from two female colleges and one male
between the locus of control scores and academic
college located in Rawalpindi city and one co-
achievement scores of all female students is rejected and
educational University Institute located in Islamabad city
it is concluded that there is a significant relationship
and the sample was chosen randomly.
between the variable of locus of control and academic
Research Design
achievement of female students.
The proposed research was correlation in nature.
Hypothesis 2
Research Instrument
There is no significant relationship between the locus of
In order to measure locus of control, the questionnaires
control scores and academic achievement scores of all
consisted of 20 items. Each item consisted of two
male students.
alternative responses. These questionnaires were
Table 2 exhibits that, the correlation coefficient between
developed by Rotter(1966) and has been used
locus of control score and academic achievement
extensively in various studies. The researcher used the
scores of all male students is r=0.66. Where as the table
questionnaires with some modification. For example,
value of correlation is 0.19 at .05 level of significance. So
some irrelevant items were wiped out from the
the null hypothesis stating that there is no significant
questionnaires, because of being irrelevant to our culture.
relationship between the locus of control scores and
The items in the questionnaires were converted into simple
academic achievement scores of all male students is
English and then translated into Urdu so as to get high
rejected and it is concluded that there is a significant
response with accurate information from the
relationship between the variable of locus of control and
respondents.
academic achievement of all male students.
Data Collection
Variables N r p
The data was collected by the researchers themselves
Locus of control and
through one questionnaire (for measurement of the academic achievement 261 0.77 S

variable of locus of control) developed and validated

Table 1. Showing correlation between locus of control
through Pilot Testing. Reliabilty of the research tool was score and academic achievement scores of all female students
found to be (Cronbach's Alpha) 0.787.
Variables N r p
Analysis of Data Locus of control and 205
.
0.66 S
academic achievement
Data collected through the questionnaire was tabulated,
analyzed by Mean, Correlation and Independent Sample Table 2. Showing correlation between locus of control
score and academic achievement scores of all male students
t- test by using (SPSS-XII).

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Hypothesis 3 Hypothesis 5
There is no significant relationship between the locus of There is no significant relationship between the locus of
control scores and academic achievement scores of all control scores and academic achievement scores of
male and female students. female college students.
Table 3 specifies that, the correlation coefficient between Table 5 indicates that, the correlation coefficient between
locus of control score and academic achievement locus of control score and academic achievement
scores of all male and female students is r=0.72. Where scores of all girls is 0.80. Where as the table value of
as the table value of correlation is 0.19 at .05 level of correlation is 0.19 at .05 level of significance. So the null
significance. So the null hypothesis stating that there is no hypothesis stating that, there is no significant relationship
significant relationship between the locus of control between the locus of control scores and academic
scores and academic achievement scores of all male achievement scores of all female college students is
and female students is rejected and it is concluded that rejected and it is concluded that, there is significant
there is a significant relationship between the variable of relationship between the variable of locus of control and
locus of control and academic achievement of all male academic achievement of all female college students.
and female students. Hypothesis 6
Hypothesis 4 There is no significant difference between the mean
There is no significant relationship between the locus of scores on locus of control of male and female college
control scores and academic achievement scores of students.
male college students. Table 6 reflects that, the obtained t value of 2.35 is more
Table 4 stipulates that, the correlation coefficient than the table t value of 1.97 at .05 level of significance.
between locus of control score and academic So the null hypothesis stating that there is no significant
achievement scores of all boys is r=0.69. Where as the difference between the mean scores on locus of control
table value of correlation is 0.19 at .05 level of of male and female college students is rejected and it is
significance. So the null hypothesis stating that there is no concluded that, there is a significant difference between
significant relationship between the locus of control mean locus of control scores of all male and female
scores and academic achievement scores of all male students in favour of male students.
college students is rejected and it is concluded that, there Variables N r p
is a significant relationship between the variable of locus Locus of control
Academic achievement 163 0.80 S
of control and academic achievement of male college
students. Table 5. Showing correlation between locus of control score
and academic achievement scores of female college students

Variables N r p
Groups N Mean SD SE D T P
Locus of control
Academic 466 0.72 S Girls 240 11.84 2.86
achievement 0.32 2.35 S
Boys 126 12.59 2.54

Table 3. Showing relationship between locus of control df=364 t at .05=1.97

score and academic achievement scores of Table 6. Showing the mean score difference between mean
all male and female students locus of control scores between all male and female students
Groups N Mean SD SE D t P
Variables N r p
Girls 21 11.46 4.75
Locus of control and 1.12 0.28 NS
academic achievement 126 0.69 S Boys 79 12.59 2.54
df=98 t at .05=1.97
Table 7. Showing the mean score difference between mean
Table: 4 Showing correlation between locus of control score
locus of control scores between all male and
and academic achievement scores of male college students
female university students

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Hypothesis 7 Table 9 specifies that, the obtained t-value of 2.26 is more

There is no significant difference between the mean than the table t value of 1.97 at .05 level of significance.
scores on locus of control of male and female university So the null hypothesis stating that there is no significant
students. difference between the mean scores on locus of control
of male college and university students is rejected and it is
Table 7 designates that, the obtained t value of 0.28 is less
concluded that there is a significant difference between
than the table t value of 1.97 at .05 level of significance.
mean locus of control scores of male college and
So the null hypothesis stating that there is no significant
university students in favour of male university students.
difference between the mean scores on locus of control
of male and female college students is accepted and it is Hypothesis 10
concluded that there is a difference in favour of male There is no significant difference between the mean
university students but that difference is not statistically scores on locus of control of all and male and female
significant. students.
Hypothesis 8 Table 10 indicates that, the obtained t-value of 3.82 is
There is no significant difference between the mean greater than the table t-value of 1.98 at .05 level of
scores on locus of control of female college and university significance. So the null hypothesis stating that, there is no
students. significant difference between the mean scores on locus
of control of all male and female students is rejected and
Table 8 specifies that, the obtained t value of 1.04 is less
it is concluded that, there is a significant difference
than the table value of t 1.98 at .05 level of significance.
between mean locus of control scores of all male and
So the null hypothesis stating that there is no significant
female students in favour of male students.
difference between the mean scores on locus of control
of female students of college and university is accepted Discussion
and it is concluded that there is a difference in favour of ·There are many factors that affect students'
female college students but that difference is not achievement or that are correlated with students'
statistically significant. achievement. The results show that, there is a significant
Hypothesis 9 relationship between locus of control and academic
achievement of female students. Results also reject null
There is no significant difference between the mean
hypothesis formulated for the study. It can be said that
scores on locus of control of male college and university
locus of control directly affects the students' achievement
students.
or has been association with students' academic
Groups N Mean SD SE D T P achievement. They get motivation from this control, either
Female 240 11.84 2.86
Colleges 0.67 1.04 Ns positive or negative, for their studies and that effect is
Female 21 11.14 3.87
university given in the results of this study (Table 1).
df=259 t at .05=1.98
·Regarding the effects of locus of control on students'
Table 8. Showing the mean score difference between
mean locus of control scores between female achievement, even there is no difference of gender.
college and university students Results show that locus of control also has a significant
Groups N Mean SD SE D T P relationship with the academic achievement of male
Male 126 12.59 2.54 Groups N Mean SD SE D T P
university 0.50 2.26 S Girls 261 11.37 3.04
Male 79 11.46 4.75 0.32 3.82 S
college Boys 205 12.09 2.82
df=203 t at .05=1.97 df=464 t at .05=1.98
Table 9. Showing the mean score difference between Table 10. Showing the mean score difference between
mean locus of control scores between male mean locus of control scores between male
college and university students college and university students

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students and also there is a significant relationship actions, the results show that all University students, either
between the two in the results of female students as shown male or female, are having the ability to improve their
in Table 1. It seems that if students have the ability of locus academic achievement with the help of motivation or
of control, they can change the direction of their other related factors. But, male university students are
achievement. And the results can be according to their more active and able to do so. Because they have
desires. It can also be observed that there should be a greater ability of locus of control as compared to female
positive association between the students' locus of control students. But the difference is not very much significant.
and their achievement (Table 2). which is also a positive sign towards female students. It
·It is also indicative by Table 3 that, both types of can be shown that female students are weak as
students (male and female) have the same ability of locus compared to male students in that ability (Table 7).
of control. And this ability or its related factors affect their ·Learning is the result of many factors. In other words, it
academic achievement as well. There is a significant can be given that there are many factors that affect
relationship between locus of control and academic students' learning or many factors which are having
achievement of the students. Hence the results reject the association with students' learning. Level of education is
null hypothesis. It is also shown that, locus of control is a one of them. Students at college level are considered as
type of motivation for the students for their studies . careless regarding their studies. But the results indicate
·Male college students are considered more careless that female college students are having more locus of
than female students. But, motivation is a factor that control than university students. But the difference is not
affects all types of students' achievement. Locus of statistically significant. It means the University female
control is a source of motivation for the students. Results of students are also having the characteristic but not more
the study show that, both male and female students have than college students according to the results. The null
the ability to control their concepts and actions as well. hypothesis of this research which is “There is no significant
And they are motivated afterwards as well. Because there difference between the mean scores on locus of control
is a significant relationship between locus of control and of female college and university students”, is rejected.
academic achievement of both male and female There is a difference between both types of students but
students in this study (Table 4&5). not significant (Table 8).

·There was a null hypothesis in this study that, there is no ·On the other hand, if college and university boys are
significant difference between the mean score of male compared regarding their locus of control, the mean
and female college students regarding locus of control score of university boys is greater than college male
and their academic achievement. But this hypothesis was students. That score is not only greater but significantly
rejected by this research because, results show that there greater. It can be said that, at university level male
is a significant difference between the mean scores of students are more serious towards their studies as
male and female students regarding their academic compared to male students at college level. University
achievement and their locus of control. The male level also shows the maturity of the students. And so null
students are having significantly greater scores than the hypothesis of this study which is “There is no significant
female students. It can be shown that male students have difference between the mean scores on locus of control
locus of control ability more than female students. They of male college and university students”, is rejected. Male
are better in their actions or control over their studies as students are having the ability to control their actions or
compared to female students (Table 6). reactions, either positively or negatively, at University level.
And it will also be a source of motivation for them (Table 9).
·Regarding the academic achievement of male and
female university students and their ability to control their ·There was a null hypothesis in this research which is
“There is no significant difference between the mean

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scores on locus of control of all and male and female ·Seventh hypothesis of this study is rejected and further
students”. It can be seen from the results of the study that, concluded that, there is a difference between the mean
this hypothesis is rejected because according to the scores on locus of control of male and female university
results, there is a significant difference between the locus students, in favor of male students but they are not
of control score of all male and female students. And the significantly better.
results go towards male students. Mean score of male ·Eighth hypothesis of this study was there is no
students is not only greater, but also significantly greater significant difference between the mean scores on locus
than female students regarding their ability to having of control of female college and university students.
control over their actions or reactions related their studies, According to the results, female college students are
which shows that, the male students are better than better. So, the null hypothesis was rejected.
female students. Female students seem to be better but
·Ninth hypothesis of this study was that there is no
male students are having the abilities more than female
significant difference between the mean scores on locus
regarding their locus of control scores (Table 10).
of control of male college and university students. Male
Conclusions university students are significantly better. That's why null
·First hypothesis of this study is rejected. The study hypothesis was rejected.
resulting that, there is a significant relationship between ·Tenth hypothesis of this study was that there is no
locus of control and academic achievement of female significant difference between the mean scores on locus
students. of control of all male and female students. Male students
·Second hypothesis of this study is rejected, and are having significantly greater scores than female. So the
concluded that, there is a significant relationship between null hypothesis was rejected.
the locus of control and academic achievement of male Recommendations
students as well.
·Teaching at higher education stage appears to
·Third hypothesis of this study is rejected and influence the students' locus of control. It is therefore
concluded that, there is a significant relationship between recommended that, teachers of higher education, both
the locus of control scores and academic achievement at college and university level should adopt the following.
scores of all male and female students.
·Provide experiences of successful learning to the
·Fourth hypothesis of this study is also rejected, the students.
study resulting that, there is a significant relationship
·Classroom inquiry should be used as a method of
between the locus of control scores and academic
teaching so that students can discover knowledge
achievement scores of male college students.
through personal efforts.
·Fifth hypothesis of this study: There is no significant
·Use a variety of evaluation methods in addition to
relationship between the locus of control scores and
teacher evaluation such as Self- evaluation and Group
academic achievement scores of female college
evaluation. It will also help in making the students self-
students is rejected and concluded that There is a
regulated.
significant relationship between the locus of control
·Parents should encourage their daughters. They
scores and academic achievement scores of female
should accept and appreciate the performance and
college students.
achievements of their daughters in every field.
·Sixth hypothesis of this study is rejected and
·Teachers should develop strong interpersonal
concluded that, there is a significant difference between
relations with female students to keep them ahead in
the mean scores on locus of control of male and female
education. They should involve them in classroom
college students.

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activities more and more in order to develop their self- Instruction. Prentice Hall New Delhi: p .134.
confidence. They should organize their teaching styles in [7]. Maer, M.L (1976). Continuing Motivation. An analysis
a way that all the students especially female students of a Seldom-Considered Educational Outcome. Review
remain interested in their study goals. of Educational Research ,46:443-462
Further studies on locus of control and its relation to such [8]. Morgan, T.C (1974). A Brief Introduction to Psychology
variables such as age, gender, family size, birth order, Mc Graw hill book company, New York: pp. 55-74.
socio-economic status etc are to be carried out.
[9]. Nicholls (1984). Psychological Review, Vol 91(3), Jul
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ABOUT THE AUTHORS

Dr Aijaz Ahmed Gujjar is currently working as an Associate Professor in the Department of Education at Sindh Madressatul Islam
University, Karachi, Pakistan.. He has completed his Doctoral degree in teacher education. He also got the best research scholar
award from HEC Government of Pakistan. His areas of interest are Teacher education, Distance education, Educational
Psychology and Applied linguistic.

Rukhma Aijaz is a BS student from the Department of Education in the International Islamic University, Islamabad. Her areas of
interest are Teaching of Science, Teaching of Mathematics, Educational Psychology and Pakistan Culture and Society.

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