Locus of control and academic achievement: A study of gender and grade level differences among low-income African-American students in a middle school

This study was conducted to determine whether or not there were differences in achievement between males and females across three grade levels in a sample of low-income African-American students. Grade level and gender differences in locus of control orientation were also explored. Seventh- through ninth-grade students (n=108) attending a middle school in Central Illinois were asked to complete the CNSIE locus of control scale during their homeroom classes. Surveys were administered by teachers using standardized instructions. Survey results and academic achievement records of low-income African-American students were analyzed using SPSS, a statistical software analysis program. The results failed to show a significant relationship between locus of control and academic achievement in this sample of middle school students. In addition, no main effects for grade level were found for achievement or locus of control orientation. A main effect was found for gender on academic achievement, with females having a higher GPA than males, however no significant relationship was found between gender and locus of control.