The relationship between locus of control, metacognition, and academic success

Abstract

The previous research on locus of control or metacognition suggested that they are closely related to academic performance and can be taught to students to improve their academic and non-academic success. These variables were often examined separately in order to explain and predict performance and rarely in a university setting. The integration of these variables into a common framework could provide a deeper understanding of university students' learning process. This study examined the relationship between locus of control, metacognition, and academic success in a university setting and is based on a hypothesis that the relationship between locus of control and academic success is fully mediated by metacognition. The present study also examined whether metacognition and internal or external locus of control are predictors of academic success. Correlations and regression analyses were used to examine mediation effects of metacognition in the relationship between locus of control and academic performance. The participants were 282 undergraduates of Tomas Bata University in Zlin. The results showed that internal locus of control influences directly both academic success and metacognition; however, external locus of control does not influence performance directly or through metacognition. The direct relationship between internal locus of control and academic success was not significant with metacognition in the equation. The findings from this research may support training programs instructing students on how to adopt effective metacognitive skills and strategies and learn how to perform well if they have a better control of their behavior. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari of Cognitive - Counselling, Research & Conference Services C-crcs.