Bridging Beliefs and Behavior: How Self-Efficacy and Learning Efforts Translate Locus of Control into Academic Performance
DOI:
https://doi.org/10.29038/2306-3971-2025-01-34-34Keywords:
locus of control, academic performance, self-efficacy, learning efforts, SEM modelAbstract
This study investigates how locus of control (LoC) influences academic performance indirectly through a sequential mediation by self-efficacy and learning efforts. The UNiDOS study was conducted in November-December 2024 using an online survey via email invitations with LimeSurvey software. A total of 1219 second-year and older students from Taras Shevchenko National University of Kyiv were included in analysis. To examine how self-efficacy and learning efforts mediate the relationship between LoC and academic performance, we applied a SEM model, which demonstrated a good fit. While the direct path from internal LoC to average grades was insignificant, the indirect pathway “LoC – self-efficacy – learning efforts – academic performance” was significant. Those with a greater internal locus of control develop stronger self-efficacy, which leads to greater learning efforts and translates into better performance. The key study limitations include the cross-sectional design, the reliance on self-reports to measure learning efforts and the non-representative sample. Future research employing longitudinal or experimental designs, incorporating objective effort metrics, and examining potential moderators, such as field of study or academic year, is needed. Overall, our results underscore the importance in the learning process of both students’ confidence in their abilities when tackling tasks and the effort they put in. This helps bridge the gap between students’ potential and their academic achievements.
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