Using Academic Control Beliefs To Predict College Students’ Self-Regulated Learning Behaviors
This study examined whether and to what extent college undergraduate students’ academic control beliefs can predict
the learning behaviors they take when carrying out academic tasks. The purpose of this study was to better understand what
kinds of learning behaviors internal students demonstrate that may lead to their overall high achievement. Undergraduate
students (n=152) from various disciplines at a Southeastern public university in the United States volunteered to participate.
The results indicated that academic locus of control beliefs was a strong predictor of academic self-efficacy and time
management for routine, recurring tasks, but not time management for long-term, nonrecurring tasks. Implications of the study
and future directions were also discussed.
Index Terms- Locus Of Control Beliefs, Self-Regulated Learning Behaviors.