Self-Efficacy and Locus of Control as Correlates of CGPA Among Students at a Private University in Thailand

Abstract

Aim/Purpose: This study investigated the relationship between self-efficacy, locus of control, and academic performance as measured by cumulative grade point average (CGPA) among students at a faith-based international university in Thailand. It aimed to address a gap in understanding whether internal locus of control and higher self-efficacy levels are correlated with improved academic outcomes in this geographical and sociological context. Additionally, it examined the influence of gender and academic year on these psychological constructs. These elements have produced mixed results, suggesting that other antecedents may be influencing the results, and so the intention of this study was to provide additional knowledge on these complex relationships.  

Introduction/Background: Given the increasing focus on psychological factors influencing student performance, this paper explored the extent to which self-efficacy and locus of control affected grade point average. Many studies have suggested that internal locus of control and high self-efficacy positively impact academic achievement, but findings have remained inconsistent across different cultural and institutional contexts. This research specifically examined these relationships in a Southeast Asian setting to contribute to the global understanding of student performance predictors.

Methodology: This study utilized a quantitative research approach through an online survey administered to 211 students. The research employed validated measurement instruments, including the General Self-Efficacy Scale (GSE) (Schwarzer & Jerusalem, 1995) and Rotter’s Locus of Control Scale (LOC) (1966b), alongside self-reported CGPA scores. The sample included 31.8% male and 68.2% female students, with a predominant representation of freshmen (47.4%). Statistical analyses, including correlation and regression analysis, were conducted using a statistical software package to determine the relationships among self-efficacy, locus of control, and CGPA.

Findings: Analysis of the data from this study produced four findings that add to our understanding of the complex relationships that exist between Grade Point Average, self-efficacy, and locus of control. The first finding was that no statistically significant relationship was found between CGPA and self-efficacy (r = 0.04). Secondly and similarly, no statistically significant relationship was found between CGPA and locus of control (r = -0.03). Thirdly, regression analysis indicated that self-efficacy and locus of control had minimal predictive power on GPA (R² = 0.03). A fourth finding was that no significant differences in self-efficacy and locus of control were observed based on gender or academic year level. Finally, the reliability of Rotter’s LOC Scale in this context was notably low (Cronbach’s alpha = 0.51), which suggests that there may be cultural limitations in its applicability.

Contribution/Impact on Society: This study contributes to the growing body of knowledge on psychological predictors of academic performance, particularly in Southeast Asian contexts. The findings challenge the widely held assumption that self-efficacy and locus of control strongly influence GPA, suggesting that additional cultural, social, and institutional factors may also play a mediating role. The research highlights the importance of contextualizing psychological theories when applying them across diverse student populations.

Recommendations: A number of recommendations can be derived from this research. First, educational institutions should adopt a holistic approach that considers cultural and institutional influences when designing academic interventions based on self-efficacy and locus of control. Second, universities should incorporate psychological support mechanisms, including academic counselling and self-efficacy training that is tailored to regional cultural contexts. Finally, researchers may find it beneficial to refine measurement tools like Rotter’s LOC Scale to enhance reliability and validity across different cultures.

Research Limitations: A number of research limitations are acknowledged. First, the study relied on self-reported data, which may have introduced response bias. Second, the sample was limited to a single university, restricting its generalizability to broader populations. Third, the overrepresentation of freshmen (47.4%) may have skewed findings, as younger students might provide socially desirable responses or have underdeveloped self-perceptions. Finally, some language barriers and cultural influences may have affected participants’ understanding of the survey questions.

Future Research: A number of suggestions for future research studies spring from this report.  First, a longitudinal study could be conducted to assess changes in self-efficacy and locus of control over time. This would help to increase understanding about the dynamic or static nature of these concepts. Second, future studies could be expanded to multiple universities across different cultural contexts to compare findings and improve generalizability. Third, qualitative methods, such as interviews, could provide richer insights into students’ academic motivations and self-perceptions. Finally, despite a majority of studies showing statistically significant relationships between grade point average and self-efficacy, and between grade point average and locus of control, a sizable minority of reports have indicated that no such relationships exist. Given the disparate nature of results, it is strongly advised that future work include additional factors, such as faith, social beliefs, and regional culture, and that these should be explored as potential mediators in the relationships between self-efficacy, locus of control, and grade point average.