The Effects of Self-efficacy and Internal Locus of Control on Academic Performance of College Students : The Moderating Role of Class Satisfaction

2013 ◽  
Vol 8 (12) ◽  
pp. 391-396 ◽  
Author(s):  
Woojae Choi
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Locus Of Control ◽  
Self Efficacy ◽  
Internal Locus ◽  
Internal Locus Of Control ◽  
Moderating Role

scholarly journals Factors affecting tax auditors’ performance: the moderating role of locus of control

2020 ◽  
Vol 18 (2) ◽  
pp. 36-45
Author(s):  
Vince Ratnawati
Keyword(s):  
Locus Of Control ◽  
Role Conflict ◽  
Factors Affecting ◽  
Internal Locus ◽  
Analysis Techniques ◽  
Internal Locus Of Control ◽  
Directorate General ◽  
Low Performance ◽  
Moderating Role

This study aims to investigate the effects of professionalism, competence, and role conflict on the tax auditors’ performance. This study also needs to investigate the moderating role of locus of control. The sample consists of 139 tax auditors at the Riau Directorate General Taxes Office-Indonesia. Data analysis techniques include multiple regression and moderated regression analysis. The results show that professionalism, competence, and role conflict affect the tax auditors’ performance. A tax auditor who is professional, has competence, and does not feel there is conflict in carrying out his/her role, will have better performance. Besides, this study also found out that locus of control moderates the effects of professionalism, competence, and role conflict on the tax auditors’ performance. Internal locus of control will further enhance the tax auditors’ performance with high professionalism, satisfactory competence, and reduce low performance resulting from role conflict. Internal locus of control will improve the performance, which decreases due to the occurrence of role conflict with the tax auditors.

scholarly journals Workplace and classroom incivility and learning engagement: the moderating role of locus of control

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Ani Cahyadi ◽  
Hendryadi Hendryadi ◽  
Agoestina Mappadang
Keyword(s):  
Locus Of Control ◽  
Workplace Incivility ◽  
Negative Effects ◽  
Online Questionnaire ◽  
Learning Engagement ◽  
Internal Locus ◽  
Internal Locus Of Control ◽  
Moderating Role ◽  
Classroom Incivility

AbstractThis study aims to examine the relationship between workplace and classroom incivility to learning engagement and the moderating role of internal locus of control in these relationships. An online questionnaire was administered to 432 students from three private universities in Jakarta, Indonesia. The regression analysis results showed that both workplace and classroom incivility has a negative and significant effect on learning engagement. In addition, the direct effect of workplace incivility on learning engagement is moderated by the locus of control. The negative effect of workplace incivility on learning engagement is stronger for students with low levels of internal locus of control than for those students with high levels of internal locus of control. This study provides a better understanding of the internal mechanism condition to reduce the negative effects of incivility experiences that occur in the workplace and classroom among student employees. The implications and limitations are also discussed.

scholarly journals The Effect of Internal Locus of Control and Social-Emotional Learning on Life and Relationship Satisfaction

2020 ◽  
Vol 6 (2) ◽  
pp. 31-49
Author(s):  
Sibylle Georgianna ◽  
◽  
Jennifer Jagerson ◽  
Keyword(s):  
Locus Of Control ◽  
Self Efficacy ◽  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Self Management ◽  
Subjective Well Being ◽  
Social Emotional ◽  
Internal Locus ◽  
Internal Locus Of Control

Objective The current study examined the impact of a non-governmental organization’s academic tutoring and mentoring program on the social-emotional learning (SEL) and subjective well-being of 240 marginalized young women. Participants One-hundred-fifty-nine currently enrolled 7-12th grade students with a mean age of 16.39, SD=1.55; 40 students who were enrolled in college with a mean age of 20.25, SD=1.57, and 25 who had graduated from college with a mean age of 22.48, SD=2.16 and their leaders participated. Methods All participants completed in a survey that assessed the degree of participants’ locus of control, expectations of success (self-efficacy), current goals and career-related aspirations and their satisfaction with their relationships and life in general. Twenty-one of the participants and all leaders also were interviewed. Results Regression analyses revealed that both the participants’ self-management and the leader’s locus of control were significant predictors of the participants’ internal locus of control. Congruent with interview findings, latent structural equation analysis revealed that three manifest variables of social-emotional learning, “self-management”, “social awareness”, and “self-efficacy” had direct positive effects on participants’ subjective well-being (i.e., their satisfaction with life and relationships). Conclusion Culturally sensitive approaches to mentoring and training are needed and helpful. Future research should be carried out to mitigate design limitations and further the current study’s addition to the body of research on social-emotional learning and well-being.

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