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Original Study
| Published: June 30, 2022
How Self-Concept and Locus of Control Impact on Academic Achievement? : A Study on Secondary School Students of Coochbehar District
Ph.D. Research Scholar, Mahatma Gandhi University, Meghalaya Google Scholar More about the auther
Professor (Adjunct), Mahatma Gandhi University, Meghalaya Google Scholar More about the auther
DIP: 18.01.128.20221002
DOI: 10.25215/1002.128
ABSTRACT
In present day society’s interest and concern for academic achievement because academic achievement indicate the learner future career as well as social, economical, cultural development. The Present investigation tried to find out the impact of self-concept and locus of control on academic achievement of secondary school students of Coochbehar district. Here, 456 students selected from age group ranged between 14 and 18 drawn from 14 state government schools of Coochbehar district for finding conclusion. Dr. R. K. Saraswat’s Self-concept questionnaire and Roma Pal’s Locus of control scale for adolescents are used to called data from the respondents. Stratified and simple random sampling techniques are used for data collection. The result postulated that self-concept and academic achievement has a weak negative (r= -0.039) relationship, where boys students have a positive correlation (r= 0.025) with academic achievement and the locus of control and academic achievement has a moderate negative (r= -0.509) relationship among the secondary school students of Coochbehar district. This investigation concluded that self-concept and locus of control has influences on students’ academic achievement. Students having internal low locus of control (locus of control) indicating high academic achievement.
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2022, Barman T. & Mahanta B.
Received: March 31, 2022; Revision Received: June 28, 2022; Accepted: June 30, 2022
Article Overview
ISSN 2348-5396
ISSN 2349-3429
18.01.128.20221002
10.25215/1002.128
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Published in Volume 10, Issue 2, April-June, 2022