THE RELATIONSHIP OF SELF-CONCEPT AS A LEARNER, LOCUS-OF-CONTROL, AND ATTITUDE TOWARD SCIENCE TO SCIENCE ACHIEVEMENT OF MALES AND FEMALES IN JUNIOR HIGH SCHOOL

The purpose of this study is to determine how attitudes toward learning affect academic performance. It seeks to determine the relationship of self-concept of learning, locus of control, and attitude toward science to the science achievement of males and females in the junior high school.;Several of the research questions considered were: (1) What is the relationship between self-concept as a learner and science achievement?; (2) What is the relationship between attitude toward science and science achievement?; and (3) What is the difference between attitudes of males and females toward science and science achievement?;In order to determine the relationship of self-concept as a learner, locus of control, and attitude toward science to science achievement of males and females in the junior high school, the Pearson Product Moment Correlation was computed to indicate if any correlation existed between science-grade achievement and these variables.;Respondents were categorized as achievers and non-achievers by gender and by level of achievement. The majority of respondents demonstrated an average level of self-concept, locus of control, and positive attitudes toward science. Within gender differentiation, females demonstrated a higher level of internality in locus of control and more positive attitudes toward careers and leisure interest in science than did the males.;The instruments included 12 unit tests from the Focus on Life Science Series, the Self-Concept as a Learner Scale, the Nowicki Locus of Control Scale, and the Fraser Science Attitude Scale. They measured self-concept, locus of control, and science attitudes, respectively.;These instruments did not yield conclusive data related to attitudes and their relationship to science achievement. They did provide data on adolescent gender differences in science attitudes and science achievement.