Role of Self-determination related Needs and Academic Locus of Control in Academic Achievement (GPA) among University Students

Abstract

The cross-sectional study was carried out to explore the role of academic locus of control learning as an explanatory mechanism between the relationships of self-determination-based needs and GPA. The sample comprised 279 (male n= 128; female n=151) students of Quaid-i-Azam University from different departments, Pakistan. Basic Psychological Needs Scale (Guardia et al., 2000), Academic Locus of Control Scale (Trice, 1985) and last semester GPA as an indicator of academic achievement were used in the study. The reliabilities of the questionnaire were satisfactory. Self-determination related needs were positively related internal locus of control. The strongest predictors were autonomy, relatedness and academic locus of control in predicting GPA. Academic locus of control was non-significant mediator for autonomy and relatedness in predicting GPA, but it played mediating role for competence in predicting GPA. The findings provided the better understanding of role of satisfaction of self-determination related needs and academic locus of control in academic achievement among university students.