Predictive Role of Academic Procrastination, Locus of Control and Self-Efficacy on Academic Performance of Pre-service Teachers

Khageswar Bhati; Laxmidhar  Behera; Sanjib Gahir

doi:10.35877/454RI.eduline4608

Authors

Khageswar Bhati Department of Education, Sambalpur University, Odisha, India
Laxmidhar Behera Professor and Head, Regional Institute of Education, NCERT, Bhubaneswar, India
Sanjib Gahir Research Scholar, Department of Education, IGNTU, Amarkantak, India.

DOI:

https://doi.org/10.35877/454RI.eduline4608

Keywords:

Academic procrastination, Locus of control, Self-efficacy, Pre-service teachers

Abstract

Investigating the factors that influence academic performance is essential for improving student learning outcomes, particularly for pre-service teachers. This study examined the influence of gender, age and academic stream on academic procrastination, locus of control and self-efficacy; and it investigates the predictive role of academic procrastination, locus of control and self-efficacy towards academic performance of pre-service teachers. Ex-post facto research design is used in the study. Data were collected from 348 subjects enrolled in teacher education programme. Three measures of academic procrastination, locus of control and self-efficacy were completed by the participants; and the GPA scores was self-reported. Independent t-test, Analysis of variance and Multiple regression were used to examine study hypotheses. Result indicate gender has significant effect on pre-service teacher’ locus of control. There are no significant differences in academic procrastination, locus of control and self-efficacy according to age and academic stream. According to multiple regression analysis, academic procrastination had negative influence on performance scores and locus of control had no effect on academic performance. Moreover, self-efficacy found to have a significant positive role to facilitate academic performance of pre-service teachers. Result implies the need to develop efficacy belief of pre-service teachers as it has positive contribution to academic performance. Studying demographic differences in key variables investigated and understanding developmental delay behaviour of pre-service teachers could yield considerable implications to the field of teacher education.

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