Locus of Control and Academic Self-efficacy in University Students: The Effects of Self-concepts

Abstract

This study explored the effects of Self-concepts on locus of control and academic self-efficacy in three groups of university students (Psychology, Medicine, and Law). Locus of Control of Behaviour Scale (Craig et al., 1984), Academic Self-efficacy Scale, and Semantic Differentials (Osgood et al., 1957) for the Actual and Future Self-concepts were used. Results demonstrated that the more the university students were likely to personally control the circumstances in their everyday life, the more they expressed a positive self-concept in the present and the future. The more they perceived themselves as academically efficient, the more they judged themselves more positively in the present and the future; in addition, the more the university students were likely to take under their control the everyday life circumstances, the more they perceived themselves as efficient in academic context.