The Relationship of Locus of Control and Social Learning on Academic Achievement in a Supplemental Instruction Program
Abilene Campus (Residential)
Date of Award
Master of Science
Committee Chair or Primary Advisor
Dr. Alan Lipps
Second Committee Member or Secondary Advisor
Amy Kalb, LMSW
Third Committee Member or Committee Reader
Dr. Steven Moore
A large number of high school students entering college are arriving academically unprepared. Abilene Christian University’s newly founded Bridge Scholars Program seeks to help and support academically at-risk students based upon low ACT/SAT scores and low high school GPA averages. This research utilizes the Supplemental Instruction program, (based upon Bandura’s social learning theory), as its academic intervention. The research questions are 1) How does Supplemental Instruction contribute to an at-risk student’s college readiness (knowledge, skills, attitudes, behaviors and strategies)? And, 2) Does a student’s internal or external locus of control predict academic performance? A pretest and posttest using Rotter’s (1966) Internal-External Locus of Control Scale measured students’ overall academic confidence. Class test scores, class final grades, and semester GPA were used to measure Supplemental Instruction program effectiveness. Although Locus of Control proved insignificant, test scores, final class grade, and overall semester GPA indicate that the Bridge Scholars program and Supplemental Instruction are highly effective interventions in better preparing at-risk students for the rigors of college level academia.
Fleet, Tina, "The Relationship of Locus of Control and Social Learning on Academic Achievement in a Supplemental Instruction Program" (2017). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 53.
Higher Education Commons, Other Education Commons, Social and Behavioral Sciences Commons