Learning goal orientation and locus of control interact to predict academic self-concept and academic performance in college students

This study replicates and extends previous research to examine how internal locus of control and learning goal orientation relate to academic self-concept and academic achievement among U.S. college students. We show that locus of control and learning goal orientation have positive direct and interactive effects on academic self-concept. Further, we show that academic self-concept mediates the relationship between the interaction of locus of control and learning goal orientation at time 1, and academic achievement in college courses at time 2 (one year later). These results shed light on the personality antecedents of academic self-concept and demonstrate how individual differences shape performance in college.