Locus of Control and Burnout as Predictors of Academic Self-Efficacy among University Undergraduates in Northwest Zone, Nigeria

Abstract

The study investigated, Locus of Control, and Burnout as Predictors of Academic Self-efficacy among University Undergraduates in Northwest Zone, Nigeria”. Three research objectives were raised. Two research questions, one null hypothesis guided the study. Correlational research design was employed. The population of the study was 50,046. Multi-stage sampling technique was used to select 381 participants. Research Advisor 2006 guided the participants’ selection. Three validated instruments were used for data collection: Tertiary Students Locus of Control Scale; Copenhagen Academic Burnout Scale; and Academic Self-Efficacy Scale. Face and content validities of the instruments were established with help of the experts. Construct validity was established through discriminant validity process and Cronbach’s alpha method was used to ascertain the internal consistency reliabilities. The data collected were analyzed using descriptive statistics of frequency and simple percentage and multiple linear regression at 0.05 level of significance. It was found that majority of 332 (87.1%) have internal locus of control, and 252 (66.1%) have low level of academic burnout. The hypothesis results showed that locus of control has significant predictive relationship to academic self-efficacy among the undergraduates (ß = .616, p = .000). However, academic burnout is not a significant predictor of academic self-efficacy. It was concluded that increase in locus of control improves academic self-efficacy. It was recommended that undergraduates should be encouraged to take responsibility of their own action or inaction in order (internal locus of control) to strengthen their academic self-efficacy.