Final answer:
An internal locus of control is generally associated with higher academic achievement, with individuals believing their efforts directly influence outcomes. Those with an internal locus of control tend to perform better in various aspects of life compared to those with an external locus of control.
Step-by-step explanation:
Research on academic achievement and locus of control typically finds that an internal locus of control is associated with higher academic achievement. This means that individuals who believe their actions have a direct impact on the outcomes of their lives generally perform better academically. In context, external locus of control is linked to the belief that outcomes are heavily influenced by external factors beyond one's control, such as luck or other people's actions. Consequently, those with an external locus of control might blame poor academic performance on factors like the difficulty of the exam or the unfairness of a professor, rather than on their own study habits.
The concept of locus of control was proposed by Julian Rotter in 1966, distinguishing between internal and external focus of control and its effects on personal development and learning. To illustrate, a student with an internal locus of control would take personal responsibility for failing an exam due to inadequate study and aim to improve, while a student with an external locus of control might give up studying for the next test, believing they will fail regardless of their effort. Research supports the notion that people with an internal locus of control lead more successful academic and professional lives, are more independent, and manage health and stress better compared to those with an external locus of control, who are more prone to poor coping strategies and depression.