Is There any Connection between Academic Performance, Locus of Control and Learning Styles?

Artemisi Shehu, Nevina Bushi

Abstract


The personality of a person is a mistery and full of labirinths and part of all this is even the locus of control, which is a crucial part of someone’s personality, as well as the style that he chooses to process the given information. Both of these are factors that have a significant impact on individual lives and this was a very strong motive why it is chosen to handle the impact of locus and learning styles in academic performance. To see how influential is locus of control and learning style in academic performance we are based in theories of foreign authors and applying test J.Rooter to understand students' locus of control and that of Kolb's to discover the style with which a student learns by comparing these two with the academic performance for which was not chosen any specific measuring tool, is used only the average grade student. Target group taken in the study are students from nine 9-years-old schools from the city of Tirana, are 486 students participated, the seven, the eighth and the ninth classes, where are taken 3 classes for each paralel, which means in total there are 57 schools in the study that are chosen in a random way. Results showed that learning style as well as locus of control has no impact on academic performance, which means that if a student has a low average or higher, not at all influenced by external or internal locus of control that he may have and, not less influenced by style imaginative, enthusiastic, logical or practical learning. The impact of locus of control and academic performance style is mentioned very little in different studies, so it is recommended to increase knowledge of these areas, so is necessary that other authors to do more researchs reguarding to this topic. Also, is recommended training in this area to sensitize and inform staff working with students ranging from teachers to parents and school psychologists and school management staff.

DOI: 10.5901/ajis.2015.v4n2s2p188


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Academic Journal of Interdisciplinary Studies ISSN 2281 3993(Print) ISSN 2281-4612(Online)

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