Title Relationship between individual attributional style, self-esteem, locus of control and academic achievement of Vytautas Magnus University students
Translation of Title Vytauto Didžiojo universiteto studentų sėkmės priežasčių suvokimo, savęs vertinimo ir subjektyvios kontrolės lokuso bei pažangumo sąryšiai.
Another Title Vytauto Didžiojo universiteto studentų sėkmės priežasčių suvokimo, savęs vertinimo, subjektyvios kontrolės lokuso ir pažangumo sąsajos.
Authors Ruibytė, Laima
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Is Part of Ugdymas. Kūno kultūra. Sportas = Education. Physical Training. Sport / Lietuvos kūno kultūros akademija.. Kaunas : Lietuvos kūno kultūros akademija. 2007, Nr. 4(67), p. 71-78.. ISSN 1392-5644
Keywords [eng] Self-esteem ; Control ; Academic achievement
Abstract [eng] This study was aimed to investigate the link between students’ self-esteem, individual attribution style, locus of control and academic achievement for better understanding of students’ learning and adaptation problems. The main purpose of the research was to examine the relationship between the individual attributional style, locus of control and self-esteem, analyse, to analyze how these features of personality were related to future aspirations and how the afore-mentioned features were refl ected in the academic activity of students. The tasks set for the analysis of the survey data were as follows: to identify specifi c features of self-esteem, locus of control and attributional style and their interrelation, analyse the link between self-esteem and future aspirations of the individual, and identify the link of self-esteem and locus of control with academic grade. Participants were 200 Vytautas Magnus University students (59 males and 141 females). For the purpose of survey we used the questionnaire of 52 items constructed by us which comprised three blocks: self-esteem, attributional style and locus of control. Self-esteem of students was measured using Rosenberg (RVS) self-esteem scale (10 statements). To determine specifi c features of attribution (15 questions) we used the respondents’ opinion regarding their colloquium grade (two questions) and interpretation of reasons for getting such grade (eight questions) based on B. Weiner’s model (Weiner, 1985). One question refl ected the student’s expectations before the exam and one was intended to determine the student’s attribution style in foreseeing the factors predefi ning the future result. [...].
Published Kaunas : Lietuvos kūno kultūros akademija
Type Journal article
Language English
Publication date 2007