Self-Esteem, Locus of Control and Students’ Academic Underachievement in Rivers State, Nigeria (Published)
This study investigated the relationship between self-esteem, locus of control and academic underachievement among some secondary school adolescents. The study was carried out in Rivers State secondary schools. Purposive sampling techniques were used to draw a sample of 240 students identified as underachievers. Bakare’s (1977) progressive matrices adopted from Uwazurike (2008) was used to identify students with high mental ability while Basic Education Certificate Examination results of 2016 which is a cumulative record of examination and continuous assessment scores of the students’ three years in school, was used as a measure of students’ academic ability. Based on the attained mental ability performance and academic achievement of the students, the academic underachievers were identified. The various independent variables of the study were measured with a questionnaire whose reliabilities were statistically determined with Cronbach Alpha and reliability coefficients ranging from 0.51 to 0.74. The research questions were answered with mean and Pearson product moment correlation (r) while the null hypotheses were tested with special Z to determine the significance of r. It was found out that there was a very low relationship between self-esteem, internal locus of control, external locus of control and academic underachievement which showed no statistical significance. Based on the findings, three relevant recommendations were made.
The Correlation Between the Need for Achievement, Self-Esteem, Locus of Con¬trol, Habit in Studying, Parents’ Support and Learning Environment in the Class with Underachievement of Students at Senior High School in Medan, Indonesia (Published)
The objectives of this research are (1) to describe and to explain the correlation between the need for achievement, self–esteem, locus of control, habit in studying , parents’ support and learning environment in the class as their contribution to the underachievement students, (2) to find a set of variables from among those that are under study, that are most efficient in explaining of underachievement students. This study is descriptive correlational in nature. The study was undertaken in 8 (eight) general high schools in Medan that constituted the sample of the study. The research subjects are all underachievers that totaled to 114 students. The data were colleted through surveys using questionnaires, scales, inventories, and formats that are administered to student. The data obtained through surveys were analysed using a descriptive technique and multiple-regression with Stepwise. The results of analysis are drawn: (1) the underachievers were found to be low in need for achievement, self-esteem, tend to be internal in locus of control, have poor learning habit, low parental support, and poor learning environment in the class was found to be moderately strong with a multipe R of 0,544 (p≤0,05), with an effective contribution of 29,6%. (2) the most efficient set of independet variable in predicting of the underachievement students consisted of parental support, need for achievement, learning enviroment in class, and locus of control, wict could explain 27,40% of the variance in the underachievement students. Based on the conclusions drawn, some suggestions are proposed as folows: (1) through appropriate design of learning environments, in faciliting the inculcation of impedent learnes that are able not only to respond convergent question, but also have the habit to explore alterntive solutions, and even to reshape problems before attempting to solve them, with the full backing of appropriate school culture, (2) the existence of one or more factors other than those that are invetigated in this study that could explain of underachievers which should be further pursued
The purpose of this study was to establish the self esteem of adolescents in Kisumu Municipality, Kenya and to determine the relationship between self esteem and career variables. A sample of 369 secondary school students were surveyed on career self esteem, career maturity and career locus of control. The current study found that female students scored significantly higher on self esteem and internal locus of control than male students and that male students scored significantly higher on external locus of control. Self esteem was found to be positively correlated to career maturity and internal locus of control and negatively correlated to external locus of control. Using linear regression analyses, self esteem was found to be a significant predictor of career maturity, internal locus of control and external locus of control. Self esteem only accounted for 2% of variance in career maturity, internal locus of control and external locus of control. The results demonstrate that self esteem has a significant role to play in adolescents’ career development.
THE EFFECTS OF SALESMAN PERSONALITY ON SALES PERFORMANCE OF INTERNET SERVICE PROVIDER IN THE TELECOMMUNICATION INDUSTRY: ZIMBABWEAN PERSPECTIVE (Published)
Generating income and revenue are the primary roles of sales personnel. Whilst management has paid particular attention in training and developing the sales personnel, they seem to negate the profound impact of the personality of the sales person. Given the same sales tools, level of education, and propensity to work, some salespeople succeed where others fail (Martin 2011). The evidence suggests that the personalities of these truly great salespeople play a critical role in determining their success. Some salespeople succeed where others are failing. Why do some sales people succeed where others fail? The research therefore examined the effects of self efficacy, locus of control, and proactive personality in determining sales performance in the telecommunication sector internet service providers (ISP’s) in particular.
Contributions of test anxiety, study habits and locus of control to academic performance (Published)
The intention of this study was to investigate how the joint interaction of test anxiety, study habits and locus of control determine the academic performance of college students. Five hundred and eight randomly drawn final year students of the Federal Polytechnic, Ilaro and Moshood Polytechnic, Abeokuta, Ogun state, Nigeria were engaged in the study. They were given three questionnaires that took approximately forty five minutes to complete. The study was conducted in a classroom environment during the schools’ continuous assessment (CA) week. After collecting information from the students through questionnaires, their tests results were obtained from their faculties. These test scores were compared to the scores obtained from the questionnaires. It was discovered that the three variables positively correlate with, and significantly predict academic performance. This implies that academic performance is associated with non-cognitive and socio-psychological variables. It was therefore recommended that early intervention and proactive prevention programs that would aid the reduction of anxiety and nervousness in students be developed and implemented. Also, good study strategies such as evaluating the comprehension level, understanding the information from the text, anticipating the next thing, and knowing the purpose of learning a particular thing should be developed.