The Interplay of Locus of Control, Academic Achievement, and Biological Variables among Iranian Online EFL Learners
Students' academic achievement, along with the
effects of different variables, has been a serious concern of educators
since long ago. This study was an attempt to investigate the interplay
of Locus of Control (LOC), academic achievement and biological
variables among Iranian online EFL Learners. The participants of the
study included 100 students of different age groups and genders
studying English online at Iran Language Institute (ILI), Isfahan,
Iran. The instrument used was Trice Academic LOC questionnaire
which identifies orientations of internality or externality. The
participants' Grade Point Averages (GPAs) were used as the measure
of their academic achievement. A series of independent samples ttests
were performed on the data. The results of the study showed that
(a) there were no significant differences between male and female
participants in LOC orientation, (b) there was no relationship
between LOC and academic achievement among internal males and
females, (c) external females were better achievers than external
males, (d) and the age had no significant relationship with LOC and
academic achievement. It can be concluded that the social, cultural
patterns of genders have changed. This study might help sociologists
and psychologists as well as applied linguists in that they reflect the
recent social changes and their effects on the LOC and their
consequent implications in teaching languages.
[1] N. Butler-Por, Underachievers in School: Issues and Intervention.
Chichester, England: John Wiley and Sons, 1987.
[2] J. B. Rotter, “Generalized expectancies for internal versus external
control of reinforcement,” Psychological Monographs: General and
Applied, 80 (1), 1966, pp.1-28.
[3] Y. Liu, E. Lavelle, and A. Andris, Experimental effects of online
instruction on locus of control, 2002. Retrieved from
http://www.usdla.org/html/journal/ JUN2_Issue/ rticle2.html
[4] M. Yazdanpanah, R., Sahragard, and A. Rahimi, “The interplay of locus
of control and academic achievement among Iranian English foreign
language learners,” Cypriot Journal of Educational Sciences, 5(3), 2010,
pp.181-202.
[5] R. M. Majzub, M. Z. T. Bataineh, N. M. Ishak, and S. Rahman, The
relationship between locus of control and academic achievement and
gender in a selected higher education institution in Jordan, 2012.
Retrieved from http://www.wseas.us/e-library/conferences/2009/genova/
EDU/EDU-36.pdf
[6] A. Chalak, N. Nasri, and H. Heidari Tabrizi, “The Relationship between
the types of locus of control and the academic achievement of Iranian
online foreign language learners,” Cypriot Journal of Educational
Sciences. 9(1), 2014, pp. 50-56.
[7] M. A. Salmani Nodoushan, and N. Khakbaz, Theses discussion. LAP
Lambert Academic Publishing, 2012.
[8] S. Esterhuysen, and K. J. Stanz, “Locus of control and online learning,”
Journal of Industrial Psychology, 30(1), 2004, pp.17-25.
[9] M. J. Findley, and H. M. Cooper, “Locus of control and academic
achievement: A literature review,” Journal of Personality and Social
Psychology, 44 (2), 1983, p.419-427.
[10] D. J. Stipek, and J. R. Weisz, “Perceived personal control and academic
achievement,” Review of Educational Research, 51(1), 1981, pp.101-
137.
[11] M. W. Johnston, “The relationship between locus of control and
academic achievement for adults,” Dissertation Abstracts International,
60-04A, 1010. 1999, (UMI NO. 9926045).
[12] R. Ladari, M. Sadeghi, M. Haghshenas, E. Mousavi, and J. Yazdani,
“Study of the relationship between locus of control and academic
achievement among students of Mazandaran Medical Sciences,” Journal
of Mazandaran University of Medical Sciences, 20(77), 2010, pp. 30-35.
[13] A. Trice, A. “An academic locus of control scale for college students,”
Perceptual and Motor Skills, 61, 1985, pp.1043-1046.
[14] A. D. Kalechstein, and S. Jr. Nowicki, “A meta-analytic examination of
the relationship between control expectancies and academic
achievement: An 11-year follow up to Findley and Cooper,” Genetic,
Social, and General Psychology Monographs, 123 (1), 1997, pp. 7-56.
[1] N. Butler-Por, Underachievers in School: Issues and Intervention.
Chichester, England: John Wiley and Sons, 1987.
[2] J. B. Rotter, “Generalized expectancies for internal versus external
control of reinforcement,” Psychological Monographs: General and
Applied, 80 (1), 1966, pp.1-28.
[3] Y. Liu, E. Lavelle, and A. Andris, Experimental effects of online
instruction on locus of control, 2002. Retrieved from
http://www.usdla.org/html/journal/ JUN2_Issue/ rticle2.html
[4] M. Yazdanpanah, R., Sahragard, and A. Rahimi, “The interplay of locus
of control and academic achievement among Iranian English foreign
language learners,” Cypriot Journal of Educational Sciences, 5(3), 2010,
pp.181-202.
[5] R. M. Majzub, M. Z. T. Bataineh, N. M. Ishak, and S. Rahman, The
relationship between locus of control and academic achievement and
gender in a selected higher education institution in Jordan, 2012.
Retrieved from http://www.wseas.us/e-library/conferences/2009/genova/
EDU/EDU-36.pdf
[6] A. Chalak, N. Nasri, and H. Heidari Tabrizi, “The Relationship between
the types of locus of control and the academic achievement of Iranian
online foreign language learners,” Cypriot Journal of Educational
Sciences. 9(1), 2014, pp. 50-56.
[7] M. A. Salmani Nodoushan, and N. Khakbaz, Theses discussion. LAP
Lambert Academic Publishing, 2012.
[8] S. Esterhuysen, and K. J. Stanz, “Locus of control and online learning,”
Journal of Industrial Psychology, 30(1), 2004, pp.17-25.
[9] M. J. Findley, and H. M. Cooper, “Locus of control and academic
achievement: A literature review,” Journal of Personality and Social
Psychology, 44 (2), 1983, p.419-427.
[10] D. J. Stipek, and J. R. Weisz, “Perceived personal control and academic
achievement,” Review of Educational Research, 51(1), 1981, pp.101-
137.
[11] M. W. Johnston, “The relationship between locus of control and
academic achievement for adults,” Dissertation Abstracts International,
60-04A, 1010. 1999, (UMI NO. 9926045).
[12] R. Ladari, M. Sadeghi, M. Haghshenas, E. Mousavi, and J. Yazdani,
“Study of the relationship between locus of control and academic
achievement among students of Mazandaran Medical Sciences,” Journal
of Mazandaran University of Medical Sciences, 20(77), 2010, pp. 30-35.
[13] A. Trice, A. “An academic locus of control scale for college students,”
Perceptual and Motor Skills, 61, 1985, pp.1043-1046.
[14] A. D. Kalechstein, and S. Jr. Nowicki, “A meta-analytic examination of
the relationship between control expectancies and academic
achievement: An 11-year follow up to Findley and Cooper,” Genetic,
Social, and General Psychology Monographs, 123 (1), 1997, pp. 7-56.
@article{"International Journal of Business, Human and Social Sciences:70188", author = "Azizeh Chalak and Niloufar Nasri", title = "The Interplay of Locus of Control, Academic Achievement, and Biological Variables among Iranian Online EFL Learners", abstract = "Students' academic achievement, along with the
effects of different variables, has been a serious concern of educators
since long ago. This study was an attempt to investigate the interplay
of Locus of Control (LOC), academic achievement and biological
variables among Iranian online EFL Learners. The participants of the
study included 100 students of different age groups and genders
studying English online at Iran Language Institute (ILI), Isfahan,
Iran. The instrument used was Trice Academic LOC questionnaire
which identifies orientations of internality or externality. The
participants' Grade Point Averages (GPAs) were used as the measure
of their academic achievement. A series of independent samples ttests
were performed on the data. The results of the study showed that
(a) there were no significant differences between male and female
participants in LOC orientation, (b) there was no relationship
between LOC and academic achievement among internal males and
females, (c) external females were better achievers than external
males, (d) and the age had no significant relationship with LOC and
academic achievement. It can be concluded that the social, cultural
patterns of genders have changed. This study might help sociologists
and psychologists as well as applied linguists in that they reflect the
recent social changes and their effects on the LOC and their
consequent implications in teaching languages.", keywords = "Academic achievement, biological variables, Iranian
online EFL learners, locus of control.", volume = "9", number = "8", pages = "2651-5", }