Self-esteem and Locus of Control as Predictors of Academic Achievement: A Study Among Graduate Students

Abstract

Earlier researchers have explored the individual impacts of locus of control and self-esteem on academic as well as nonacademic success. But limited attention was given to their interplay within a university context. By integrating these variables into a unified framework, a more comprehensive understanding of the learning processes of university students can be achieved, which can further help in developing strategies to improve the overall learning outcome and come out as successful individuals. The aim of this study is to find out the contribution of locus of control and self-esteem toward academic achievement at graduation and across various demographic factors—socioeconomic status, family type, age, and different streams of graduation). The sample consists of MBA students ( n = 200) coming from different graduation streams, both male and female, in the age group of 21–27 years. Data was collected through the Rosenberg Self-esteem Scale and Rotter’s Locus of control. A descriptive analysis and Chi-square test were used to analyze the data. Sixty-two percent had an internal locus of control, and 38% had an external locus of control. Forty-one percent had low self-esteem, and 59% had high self-esteem. There was a significant correlation between self-esteem, locus of control, and academic achievement. Self-esteem and locus of control totally predicted 41% of the variation in academic achievement, with self-esteem and locus of control both being stronger factors to predict academic achievement. Area (rural, urban), family type (nuclear, joint), and academic scores have a strong correlation with locus of control and self-esteem. MBA students are the future leaders. For them to be successful leaders, interventions can be designed to increase self-esteem, which would help them have faith in their abilities and achieve their objectives by taking responsibility for the outcome of challenging situations.