AUTOMATIC THOUGHTS AND LOCUS OF CONTROL AS FACTORS FOR ACADEMIC ACHIEVEMENT

Elena Achkovska Leshkovska

Abstract


Many studies have shown that students with high basic abilities,
good working habits and learning skills could fail because of some internal
mediating cognitive processes. The aim of this study is to investigate
influence of different types of automatic thoughts (positive and
negative) and locus of control (internal and external) on students' academic
success. On the basis of their average grades, students are divided
into 2 groups: with higher and lower academic achievement. The
general hypothesis states that students with lower academic achievement
have more frequent appearance of negative automatic thoughts,
less frequent of positive ones and rather external locus of control.
Student Automatic Thoughts Questionnaire and Rotter's Locus
of Control Scale were distributed to 61 university students. The analysis
of obtained data indicates significant difference in negative automatic
thoughts between groups of students with lower and higher academic
success (t= -2,702; p<0,01), as well as between groups of students with
internal and external locus of control (t= -2,60; p<0,05). Positive
automatic thoughts do not emerge as a differential factor for groups of
students with higher and lower academic success (t= -0.338; p>0,05),
as well as for those with internal and external locus of control
(t=0.537; p>0,05).
The study shows that students with negative automatic thoughts
(fear of failure) and external locus of control achieve lower grades.
Findings do not confirm the contribution of positive automatic thoughts
in achieving academic success.

Key words: POSITIVE AUTOMATIC THOUGHTS, NEGATIVE
AUTOMATIC THOUGHTS, INTERNAL LOCUS OF CONTROL, EXTERNAL
LOCUS OF CONTROL, ACADEMIC ACHIEVEMENT


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