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

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dc.title The relationship between locus of control, metacognition, and academic success en
dc.contributor.author Hrbáčková, Karla
dc.contributor.author Hladík, Jakub
dc.contributor.author Vávrová, Soňa
dc.relation.ispartof International Conference On Education & Educational Psychology (Iceepsy 2012)
dc.identifier.issn 1877-0428 OCLC, Ulrich, Sherpa/RoMEO, JCR
dc.date.issued 2012
utb.relation.volume 69
dc.citation.spage 1805
dc.citation.epage 1811
dc.event.title 3rd International Conference on Education and Educational Psychology (ICEEPSY)
dc.event.location Istanbul
utb.event.state-en Turkey
utb.event.state-cs Turecko
dc.event.sdate 2012-10-10
dc.event.edate 2012-10-13
dc.type conferenceObject
dc.language.iso en
dc.publisher Elsevier Science B.V. en
dc.identifier.doi 10.1016/j.sbspro.2012.12.130
dc.relation.uri https://www.sciencedirect.com/science/article/pii/S1877042812055978
dc.subject Locus of control en
dc.subject Metacognition en
dc.subject Academic success en
dc.subject University students en
dc.subject Learning en
dc.description.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. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1003338
utb.identifier.rivid RIV/70883521:28150/12:43868377!RIV13-MSM-28150___
utb.identifier.obdid 43868477
utb.identifier.wok 000317131400226
utb.source d-wok
dc.date.accessioned 2013-07-27T14:55:10Z
dc.date.available 2013-07-27T14:55:10Z
dc.rights Attribution-NonCommercial-NoDerivs 3.0 Unported
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights.access openAccess
utb.contributor.internalauthor Hrbáčková, Karla
utb.contributor.internalauthor Hladík, Jakub
utb.contributor.internalauthor Vávrová, Soňa
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