Variation in Locus of Control among Technical and Non-technical College Students: Evidence from Higher Education Institutions in Bihar

Description

Page: 1805-1812

DOI: https://doi.org/10.5281/zenodo.17829270

Ashutosh Kumar¹ and Pratibha Singh² (P.G. Department of Psychology, V.K.S.U. Ara -Cum, Department of Psychology, S.S. COLLEGE, Sasaram, V.K.S.U, Ara, Bihar¹ and Department of Psychology, Mahatma Gandhi Kashi Vidyapith, Varanasi, Uttar Pradesh, PG Department of Psychology, V.K.S.U, Ara, Bihar²)

Locus of control has been linked to academic achievement and a person’s overall success in life. Although many Indian and international studies have associated Locus of control with motivation, educational competencies, mental health, and adjustment, relatively few empirical studies have explicitly focused on stream-wise differences in the context of higher education in Bihar. The Primary objective of this study is to identify differences in the locus of control among students from both technical and non-technical colleges and to draw meaningful conclusions based on research evidence. This study is based on the larger doctoral thesis. The sample consists of 309 undergraduate students (155 males, 154 females) from both technical (n=157) and non-technical (n=152) colleges situated in Bihar. Data was collected through the Locus of Control Scale (Adult) by Singh and Bhardwaj (2010) a standardised Indian instrument available in Hindi/English. Descriptive and inferential statistics, including chi-square tests, ANOVA, and regression analysis, were used to draw inferences from the collected data. The Type of college was a significant predictor, indicating that students from different college types scored differently on locus of control. However, gender was not a significant predictor, suggesting no meaningful gender-based difference in locus of control in this sample. Locus of control is an important part of the personality spectrum. It has an observable connection to academic achievement. It also impacts the mental and physical well-being of students. Educational institutions need to actively address such demanding personality traits among students.