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

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.

External, and internal Locus of Control, Academic Burnout

1. Abid, A., Farhan, S., & Tooba Atif, T. (2021). Academic stress, psychological distress, coping and self-efficacy among undergraduate university students during COVID 19. Asian Journal of Social Sciences and Management Studies. Vol. 8. (2), 43-52, ISSN (E) 2313-7401/ ISSN(P) 2518-0096 [Google Scholar] [Crossref]

2. Bandura, A. (2013). The role of self-efficacy in goal-based motivation. In Locke, E. A., Latham, G. P. (Eds.), Development in goal setting and task performance: 147-157. New York: Taylor & Francis. [Google Scholar] [Crossref]

3. Campos. J. D. B., Carlotto, M. S. & Maroco, J. (2013). Copenhagen burnout inventory-students versio: adaption and transcultural validation for Portugal and Brazil. Psicologia: Reflexao e critica 26(1), pp 87-97 [Google Scholar] [Crossref]

4. Duru, S. Duru., E. & Balkis, B. (2014). Analysis of relationships among burnout, academic achievement, and self-regulation. Educational Sciences: Theory & practice. Vol.14 (4), pp1274-1284. [Google Scholar] [Crossref]

5. Hassaskhah, J. & Jahedi, F. (2015). The relationship between locus of control orientation and academic achievement of Iranian English major students. International Journal of English and Education Vol. 4 (2), pp, 45-56. ISSN: 2278-4012, www.ijee.org [Google Scholar] [Crossref]

6. Heider, F. (1958). The Psychology of Interpersonal Relations. New York: Wiley. [Google Scholar] [Crossref]

7. Jenaabadi, H., Nastiezaie, N., & Safarzaie, (2017). The relationship of academic burnout, and academic stress with academic self-efficacy among graduate students. The New Educational Review. DOI: 10.15804/tner.2017.49.3.05 [Google Scholar] [Crossref]

8. Kalantarkousheh., S. M., Araqi., V., Zamanipour., M., & Fandokht O. M. (2013). Locus of control and academic burnout among Allameh Tabataba'i university students, Tehran, Iran. International Journal of Physical and Social Sciences: Volume 3, (12); pp 309-321 http://www.ijmra.us, also available at: http://works.bepress.com/kalantar/19 [Google Scholar] [Crossref]

9. Kolo, A. G., Jaafar, W. M., &, Ahmad, N. B. (2017). Relationship between academic self-efficacy believed of college students and academic performance. Journal of Humanities and Social Science Vol, 22, (1), Ver. 6 PP 75-80 e-ISSN: 2279-0837, www.iosrjournals.org [Google Scholar] [Crossref]

10. Kömürcü, I. (2018). Examining of the burnout level of art education students: the case of Zonguldak Bülent Ecevit university. International Journal of Social Science Research, 7(2), 238-253, https://orcid.org/0000-0001-5692-4040 [Google Scholar] [Crossref]

11. Manichander, T. (2021). Locus of control of graduate students. An International Refereed, Peer Reviewed & Indexed Quarterly Journal in Arts, Commerce, Education & Social Sciences Volume Viii, Issue I, www.ycjournal.net [Google Scholar] [Crossref]

12. May, R. M., Bauer, K. N., & Finchama, F. D (2015). School burnout: Diminished academic and cognitive performance. Learning and Individual Differences 42, pp 126–131 http://dx.doi.org/10.1016/j.lindif.2015.07.015 [Google Scholar] [Crossref]

13. Mohammed-Arip, M. A. S., Kamaruzaman D. N., Roslan. A., & Ahmad. A (2015). Development, validity and reliability of student stress inventory. The Social Science 10 (7); pp 1631-1638 https://www.researchgate.net/publication/329555313 [Google Scholar] [Crossref]

14. Nagoski. E., & Nagoski A. P., (2019). Burnout; the secrete of unlocking stress cycle. New York. Ballantine Books. ISBN 9781984817075 [Google Scholar] [Crossref]

15. Rohmani, N., & Andriani, R. (2021). Correlation between academic self-efficacy and burnout originating from distance learning among nursing students in Indonesia during the coronavirus disease 2019 pandemic. Journal of Educational Evaluation for Health Professions. https://doi.org/10.3352/jeehp. [Google Scholar] [Crossref]

16. Sachitra, V., & Bandara, U. (2017). Measuring the academic self-efficacy of undergraduates: The role of gender and academic year experience. International Journal of Educational and Pedagogical Sciences. Vol.11 (11), scholar.waset.org/1307-6892/10008065 [Google Scholar] [Crossref]

17. Sagone, E., & De-Caroli, M. E. (2014). Locus of control and academic self-efficacy in university students: the effects of Self-concepts. Procedia - Social and Behavioral Sciences vol. 114 pp; 222 – 228. DOI: 10.1016/j.sbspro.2013.12.689. [Google Scholar] [Crossref]

18. Santokhie, S. & Lipps, G. E. (2020). Development and validation of the tertiary student locus of control scale. Journals.sagepub.com https://us.sagepub.com/en-us/nam/open-access-at-sage [Google Scholar] [Crossref]

19. Shankland, R., Kotsou, I., Vallet, F., Bouteyre, E., Dantzer, C. & Leys, C. (2018). Burnout in university students: the mediating role of sense of coherence on the relationship between daily hassles and burnout. Higher Education, https://doi.org/10.1007/s10734-018-0332-4 [Google Scholar] [Crossref]

20. Shehu, L. (2023). Influence of locus of control, aacademic self-efficacy and study habit on WASSCE English language achievement among senior secondary school students in northwest geo-political zone, Nigeria. An Unpublished PhD thesis submitted to the school of postgraduate studies, Bayero University, Kano. [Google Scholar] [Crossref]

21. Sugara, G. S., Rakhmat, C., & Ilfiandra, J. N. (2020). Quality of life and burnout among university students. Universal Journal of Educational Research 8(8): 3742-3750, http://www.hrpub.org DOI: 10.13189/ujer.2020.080855 [Google Scholar] [Crossref]

• A Comparative Study of Adjustment Level, Parental Income and Academic Achievement of Adolescent Girls
• Increase in STIs among Adolescents in Masvingo District
• A Correlation between SDG 4 (Quality Education) and Emotional Disposition of Teacher Educators in Hyderabad District
• Ear Piercing Behaviour and Self-Esteem among Male University Students in Nigeria
• A Study of Religiosity and Psychological Well-Being