Fatemeh mashayekhi - Msc critical care nursing, Lecturer, Faculty member of Jiroft university of Medical Sciences

Background: Academic improvement is a direct outcome of learning. Teaching and progress in learning are principle element that explains the degree of success in activities of every educational institute. Different factors such as individuals learning styles and studying skills can influence academic performance. Whereas students are the main mean for development in any society; this study examined the relationship between locus of control (LOC) and study habits (SH) with academic achievement (AA). Methods: In this study a descriptive correlative design were utilized. 220 undergraduate students of Azad University of Jiroft randomly selected from both College of Humanities and Agriculture. Instruments included demographic information, study habits questionnaire (PSSHI) and locus of control questionnaire (Rater). Data collected and analyzed via T-test and Pearson correlation using SPSS v.21. Results: The results showed that 71.2% of boys and 28.8% of girls had external LOC and this difference was significant (p=0.045). In this study 89% of students take relatively desirable study habits score. A correlation was seen among the three variables (locus of control, study habits and academic achievement). There was a significant positive correlation between SH with AA(r =0.175, p =0.009) while Scores of LOC had significantly negative correlation with AA (r =-0.149, p =0.027). Conclusions: Given that variables such as study habits and locus of control have a significant relationship with the academic achievement and can be changed with learning; it is recommended that those involved with education of student and academic culture by teaching to improve the quality of student’s education by instructing study techniques.

Locus of Control, Study Habits, Academic Achievement, students