LOCUS OF CONTROL AND COLLEGE-STUDENTS APPROACHES TO LEARNING

To predict over-all grade point average (GPA) the relationships among the students' approaches to learning as measured by the Study Process Questionnaire, Scholastic Aptitude Test, class attendance, and GPA wer e based on responses from 202 undergraduate students (72 men, 125 wome n, and 5 undefined) enrolled in an introductory psychology course. Ana lysis indicated that SAT scores correlated positively with over-all GP A. Scores on Achieving Approach to learning only were significantly bu t negatively correlated with GI)A (r=-.27). Higher scores on the exter nal locus of control measure also correlated negatively but not signif icantly with GPA (r=-.21). Regression analysis indicated Scholastic Ap titude Test scores were also the best predictors of over-all GPA follo wed by class attendance. Only scores on Achieving Approach contributed to the prediction of GPA. No significant effect was noted when examin ing gender and Scholastic Aptitude Test scores with the Study Process Questionnaire.