LOCUS OF CONTROL, LEARNING ENVIRONMENT, AND LECTURER- STUDENTS

RELATIONSHIP AS PREDICTORS OF ACADEMIC RESILIENCE AMONG

FEDERAL UNIVERSITY OYE EKITI STUDENTS.

Sulaiman, Sikirulai Alausa

Sulaiman.sikirula@fuoye.edu.ng
Department of Psychology
Federal University Oye -Ekiti, Ekiti State

Abstract

The psychosocial factors (learning environment, locus of control, and lecturer-student

interaction) that influence academic resilience in Nigerian undergraduate students were
examined in this study. The study collected data from 296 undergraduate students using a cross-
sectional study methodology. According to the results, locus of control, learning environment,
and lecturer-student interaction all significantly predicted undergraduate students' academic
resilience (F(4,291) = 125.41, R2 = 0.63; p<.05). Additional findings indicate that the lecturer-
student connection (β=0.12; t=2.83; p<.05), the learning environment (β=0.27; t= 6.38; p<.05),
the internal locus of control (β=0.17; t= 4.16; p<.05), and the external locus of control (β=0.49;
t=11.22; p<.05). Additionally, the results indicate that among Nigerian undergraduate students,
gender has a substantial impact on academic resilience [t (294) = 2.39; p<0.05]. In comparison to
their female counterparts (Mean = 47.79; SD = 6.62), male students showed greater levels of
academic resilience (Mean = 49.55; SD = 5.87). Lastly, the results also showed that age and
family socioeconomic level did not significantly predict academic resilience in undergraduate
students (F(2,293) = 2.04, R2 = 0.01; p>.05). Additional findings indicated that family
socioeconomic position Academic resilience among Nigerian undergraduate students is
independently predicted by age (β=-.115; t=-1.974; p<.05) and β=0.03; t=0.580; p>.05). The
study concluded that every psychosocial element significantly contributes to the prediction of
undergraduate students' academic resilience. Nonetheless, every psychosocial factor significantly
influences the prediction of undergraduate students' academic resilience.
Keywords: Academic Resilience, Internal locus of control, External Locus of Control,
Environment, Lecturer- Students relationship.
Introduction
The high rates of adaptability, challenges, and perseverance needed by students as a result of

different economic, socio-psychological, and environmental issues that they encounter and that

impair their performance are the cause of academic resilience. Resilience is the capacity to

recover from stressful situations and successfully adjust to demanding and dangerous situations.

The ability to withstand the four circumstances that occur in schools—pressure, adversity,

challenges, and setbacks—is known as academic resilience. Good academic achievement in the

face of adversity during the learning process is referred to as academic resilience. It is the

capacity to effectively handle challenges and issues that arise in the course of regular academic

life (Martin & Marsh, 2008Undergraduates with academic resilience strive to maintain high

grades in spite of obstacles such adversity, low socioeconomic position, low self-efficacy and

self-esteem, a lack of control, unfavorable peer and family pressure, inadequate support, bad

study habits, and school anxiety. When faced with poor academic circumstances at school,

students truancy and drop out (Amuwa, 2015).

The basic conviction that everything that occurs to a person is controlled by either internal or

external factors is known as the locus of control. While students with an external academic locus

of control feel that others should be held accountable for their academic difficulties, those with

an internal locus of control feel that they are accountable for the difficulties they encounter in the

classroom. For instance, a student who believes that inadequate study is the cause of their low

academic performance has an internal academic locus of control.. Academic resilient individuals

with an internal locus of control have been found to have a good sense of self, pursue more

difficult classes, and push themselves by being exposed to an intellectual curriculum (Condly,
2006; Demirkasimoglu, Aydin, Erodogan & Akin, 2012). Students who have an external locus of

control attribute their failure on the lecturer's choice.

The educational environment includes "all those real sensory components, such as color, sound,

space, furniture, and so on, that characterize the environment where learners are expected to

learn." The environment should be designed to facilitate learning with the least amount of stress

and the highest level of effectiveness. Accordingly, it is said that assessing every aspect of

school atmosphere is essential as it provides valuable data for gauging student performance as

well as insights into instructors' capacity to prepare for positive outcomes (Chen Ahmad, 2010).

Bucholz and Sheffler (2009) assert that instructors can improve students' comfort levels in the classroom,

which will increase their motivation to study. Lecturer-student interaction is the term used to describe the

relationship between the professor and the students. Effective communication between instructors and

students fosters positive classroom relationships and successful learning. It is true that active lecturers are

able to recognize behavioral shifts in their pupils and understand their needs in the classroom. Studies

show that teachers who invest in building relationships with their pupils may motivate them to study,

which will strengthen their capacity for resilience. Instructors need to make sure they are meeting their

students' emotional and intellectual demands. Excellent instructors hold themselves to a high standard as

well as their pupils (Ahmad, Siddique & Arshad, 2020).

According to observations, Nigerian schoolchildren have a great degree of academic resilience.

When faced with hardship, those who possess strong academic resilience will flourish and

achieve academic success (Mirza & Arif, 2018). Academic setbacks are more likely to be

recovered from and adjusted to by those with higher levels of academic resilience than by those

with lower levels (Kim & Hargrove, 2013). Nonetheless, a lot of youngsters still struggle with

the classroom atmosphere. In a similar spirit, poor teaching materials, inconsistent salary
payments that lead to strikes, and other issues in the educational sector demotivate professors to

instruct their pupils and engage with them. Students are forced to fend for themselves if

situations such as these persist. Until an agreement is achieved with the educational stakeholders,

schools may close or fail to offer the required supplies and a suitable learning environment for

the children. This is a bad sign for the educational system and the caliber of instruction that kids

get. As a result, kids are not inspired to strive for academic success and view education as a

means of obtaining a professional degree rather than as a necessary ritual that must be fulfilled

before to trade, hooliganism, or adolescent pregnancy. In addition to the previously mentioned,

low self-efficacy and self-worth may result from underachievement pupils' lack of academic

resilience. Although a number of studies have been conducted on student academic resilience,

none have examined the ways in which the learning environment, the connection between the

lecturer and the students, and the locus of control have affected or changed student academic

resilience. This study attempts to address this gap.

Methodology
Research Design
A cross-sectional research approach was used. Academic resilience was the study's dependent

variable, whereas the learning environment, locus of control, and the interaction between

lecturers and students were its independent factors. A well-structured questionnaire was used in

the study to collect data from participants.

Research setting
The study was conducted in Ekiti state, a south-western part of Nigeria.
Participants
Participants consisted of Undergraduate students in Federal University Oye-Ekiti and Ekiti State
University, Ekiti state, Nigeria. A total of two hundred and ninety-six (296) undergraduate
students were sampled for the study. Inclusive criteria were that the participants must be both
male and female Undergraduate students.
Sampling Techniques
The study adopted the convenience sampling technique to distribute the research instrument.
Instrument of Study
To collect information from respondents, a systematic questionnaire was created. There were
five sections in the questionnaire.
Section A: Demographic Information
This section is comprised of questions on the demographic distribution of students. This section
includes the following; age, sex, Academic level, Religion, and Family Socio- economic Status
Section B: Academic Resilience
Academic resilience refers to a student's capacity to continue pursuing academic achievement in

spite of ongoing social, family, and financial difficulties as well as their capacity to adjust and

manage a range of psychological and sociological challenges in order to go forward. Neil and

Dias's (2001) 22-item "Academic resiliency Scale" will be used in this study to evaluate students'

academic resilience. Interviews with 24 American women who had effectively adapted to

significant life events served as the initial confirmation. For instance, working odd jobs helps me

pay for my education, I set reasonable goals and strive to reach them, and occasionally I feel like

I'm not cut out for life. Strong disagreement is indicated by a response choice of 1, while strong

agreement is indicated by a response option of 7. The original scale's reliability coefficient is

0.70.

Section C: Locus of Control

Locus of Control: The locus of control is a pattern of orientation that refers to the person's sense

of control over their lives (Rodrigues, 2007). The Locus of Control Scale developed by Trice

(1985) will be used to evaluate it in this study. The dependability score of the original scale is

0.76. For each statement, participants are supposed to select a response from a Likert scale with
1–5 choices. One means severely disagree, two means disagree, three means uncertain, four

means agree, and five means highly agree. Examples include: I came to school because I was

required to, I have primarily decided my own professional objectives, and so on. School grades

often represent the work you put into your studies.

Section D: Learning Environment

Learning Environment refers to all of the tangible sensory elements that characterize the room
where a student is supposed to study, including color, sound, furniture, and so forth. (Postlethwaite &
Husen, 1991). a setting that encourages learning in kids while adhering to the standards and guidelines
of a secure classroom. To do this, develop a school questionnaire (SVL, Smits & Vorst, 2008) that gauges
classroom climate: the School Climate Inventory (Cohen, McCabe, Michelli, & Pickeral, 2009). The
Netherlands was where it was initially verified. On a five-point Likert scale, the 23 items reflect school
atmosphere. 1 means "I do not agree," 2 means "I partially disagree," 3 means "I neither agree nor
disagree," 4 means "I partially agree," and 5 means "I agree." The five-item teacher responsiveness
measure evaluates professional conduct, specifically how attentive instructors are to the individual
needs of their pupils. Important aspects of teacher support include listening intently to students,
treating grievances seriously, and demonstrating respect and trust. The disruptive conduct in the
classroom is evaluated using the five-item Disruptive conduct Scale. The four questions on the Positive
Mutual Bonds Scale evaluate positive peer conduct in the classroom. The four-item Classroom
Atmosphere Scale evaluates both the classroom's structure and how well pupils are able to complete
their assignments there. The Growth scale, which consists of four items, evaluates how much children
think they learn important things in school that will help them in the future. For teacher responsiveness,
disruptive behavior, positive interpersonal relationships, classroom environment, development, and
overall learning climate, the current sample's Cronbach alpha values are 0.93,.89,.87,.86, and.89,
respectively. The objects are appropriate for a collegiate setting.

Section E: Lecturer – Students Relationship

Lecturer- Student is the rapport—whether favorable or unfavorable—between students and

instructors (Newton, 2002). The Student-Teacher Relationship Scale (STRS), created by Pianta

(2001), will be used to gauge this. This is the most often used tool in the literature to assess the
quality of the teacher-student relationship and takes into account factors including intimacy,

reliance, and conflict. Germany and Austria (Milatz et al., 2014), Portugal and Belgium (Cadima

et al., 2015), Italy (Sette et al., 2016), the United States (Pianta, 2001), Greece (Gregoriadis and

Tsigilis, 2008), the Netherlands (Koomen et al., 2012), Norway (Solheim et al., 2012), and

Turkey (Ogelmana and Seven, 2014) have all validated this scale. The first forty items were

designed to explore various facets of the quality of teacher-student interactions as seen by the

students. Both exploratory and confirmatory factor analyses were used to create and validate this

measure. A final 14-item S-TSRI measure was produced as a consequence, and it included three

factors: satisfaction (5 items, such as "I am happy with my relationship with this teacher"), On a

5-point scale from 1 (nearly never true) to 5 (almost always true), the items for instrumental

assistance (5; for example, "If I need someone to listen to me, I will go to this teacher") and

conflict (4; for example, "If this teacher is absent, I feel relieved") are scored. Higher scores in

these areas correspond to higher levels of conflict with instructors, instrumental assistance, and

satisfaction, respectively. With Cronbach alphas of 0.90, 0.86, and 0.85 for satisfaction,

instrumental assistance, and conflict, respectively, the current sample performed well.

RESULTS

Pearson product moment correlation showing the influence of learning environment,

lecturer-student relationship and Locus of control on academic resilience

N Mean SD Pearson r Sig. Remark

Academic Resilience 296 48.58 6.35

Learning Environment 296 32.30 3.99 .581 <.01 Significant

Lecturer-Student 296 44.12 5.26 .438 <.01 Significant

Relationship
Internal 296 30.95 4.84 .460 <.01 Significant
External 296 45.38 6.77 .716 <.01 Significant

Table 1 demonstrates that among Nigerian undergraduate students, academic resilience was

significantly positively impacted by the learning environment (r =.58, p <.01), the lecturer-

student relationship (r =.44, p <.01), internal locus of control (r =.46, p <.01), and external locus

of control (r =.72, p <.01). This demonstrates that improving the learning environment, the

interaction between the instructor and the students, and the internal and external locus of control

would all greatly boost academic resilience in Nigerian undergraduate students.

Hypotheses I: Locus of control, learning environment and lecturer-student interaction will

jointly and independently predict Academic resilience among Undergraduate students in
Nigeria. This hypothesis was analysed using multiple regression analysis

Summary of Multiple Regression Table Showing Joint and Independent predict: locus of
control, learning environment and lecturer-student interaction on Academic resilience
among Undergraduate students in Nigeria

Predictors Β t p R R2 F p

Learning Environment .272 6.38 < .05

Lecturer-Student .116 2.83 < .05 0.80 0.63 125.41 <.05

Relationship
Internal .165 4.16 <.05
External .486 11.22 < .05

As shown in Table 2, locus of control, learning environment, and lecturer-student interaction all

significantly predicted undergraduate students' academic resilience (F(4,291) = 125.41, R2 =

0.63; p<.05). The dependent variable (academic resilience) was 63% explained by the

independent variables locus of control, learning environment, and lecturer-student interaction,

according to the R2 = 0.63. Additional findings indicate that among Nigerian undergraduate
students, academic resilience is independently predicted by the learning environment (β=0.27; t=

6.38; p<.05), the lecturer-student relationship (β=0.12; t= 2.83; p<.05), the internal locus of

control (β=0.17; t= 4.16; p<.05), and the external locus of control (β=0.49; t= 11.22; p<.05). In

this investigation, the stated hypothesis was accepted.

Hypotheses II: Among Nigerian undergraduate students, males will exhibit academic resilience

at a considerably greater rate than females. Table 4.3 displays the results of the independent

sample t-test used to analyze this hypothesis.

Table 3: Summary of t-test showing the gender difference on Academic resilience among
undergraduate students in Nigeria
Gender N X SD Df t P
Academic resilience Male 132 49.55 5.87
294 2.390 <.05
Female 164 47.79 6.62
Table 3 demonstrates that among Nigerian undergraduate students, gender has a substantial

impact on academic resilience [t (294) = 2.39; p<0.05]. The findings showed that among

Nigerian undergraduate students, male students reported greater levels of academic resilience

(Mean = 49.55; SD = 5.87) than their female counterparts (Mean = 47.79; SD = 6.62).

Hypotheses III: Socio-demographic variables (age and family socio-economic status) will
significantly influence Academic Resilience among Undergraduate students in Nigeria. This
hypothesis was analyzed using multiple regression analysis and the result is presented in
Table 4

Table 4: Summary of Multiple Regression Table Showing Joint and Independent predict:
age and family socio-economic status on Academic resilience among Undergraduate
students in Nigeria

Predictors β t p R R2 F p

Family socio-economic .034 .580 > .05 0.117 0.014 2.04 >.05
status
Age -.115 -1.974 < .05
Age and family socioeconomic level did not significantly predict academic resilience among

undergraduate students, as shown in Table 4.4 (F(2,293) = 2.04, R2 = 0.01; p>.05). Age and

family socioeconomic position were the independent variables that explained 1% of the variation

in the dependent variable (academic resilience), according to the R2 = 0.01. Moreover, the

findings indicated that academic resilience among Nigerian undergraduate students was

independently predicted by age (β=-.115; t=-1.974; p<.05), but not substantially by family

socioeconomic level (β=0.03; t= 0.580; p>.05).

Discussion
According to the first hypothesis, academic resilience among Nigerian undergraduate students

would be jointly and independently predicted by locus of control, learning environment, and

lecturer-student interaction. Academic resilience among undergraduate students was significantly

predicted by locus of control, learning environment, and lecturer-student interaction. The results

show that 63% of the variation in the dependent variable (academic resilience) was explained by

the independent variables of locus of control, learning environment, and lecturer-student

interaction. Additional findings indicate that among Nigerian undergraduate students, academic

resilience is independently predicted by the learning environment, the lecturer-student

interaction, internal locus of control, and external locus of control. The stated hypothesis was

accepted in this study. This finding supports the findings of Both Rotter (1966) and MacDonald

(2005) assert that academic locus of control is a motivational and attitudinal factor that

influences academic achievement; Miller, Fitch, and Marshall (2003) assert that locus of control

plays a crucial role in academic resilience. However, it is in line with Lynch, Hurford, and Cole's

(2002) view that human behavior is dictated by the value ascribed to an event or outcome as well

as the anticipated likelihood that it will occur as a result of the behavior in question.
According to the second hypothesis, men undergraduate students in Nigeria would exhibit

academic resilience at a considerably greater level than their female counterparts. The findings

indicate that among Nigerian undergraduate students, gender has a major impact on academic

resilience. The findings showed that among Nigerian undergraduate students, male students

reported more academic resilience than their female counterparts, who reported lower academic

resilience. This study's outcome deviates with Kapkran's (2012) research in Turkey, which found

no correlation between gender and academic resilience. In Seoul, Korea, Kim and Yoo (2010)

found no gender differences in the academic resilience of children with cancer. The results of

this study are also consistent with studies by Martin and Marsh (2006) in Australia, which found

no significant differences in academic resilience between boys and girls. However, this analysis

runs counter to one by Khalaf (2014). According to the findings, men and women exhibit

significantly different levels of academic resilience. In their study conducted in Pakistan, Sarwar

et al. (2010) found that males are more resilient than women. Morales (2008) found that there are

significant disparities between men and women in academic resilience, with women being more

resilient than males. Women, according to Somchit and Sriyaporn (2004), have greater resilience

than men. The results of previous research are inconsistent since resilience is influenced by a

variety of factors, including time, age, cultural influences, and the context of events, in addition

to gender variations (Andriani & Listiyandini, 2017). The variations in resilience outcomes noted

by several research on sex differences are also a product of these variances. A series of processes

lead to the development of an individual's resilience (Morales, 2008). When confronted with

problems, women often employ emotion-focused coping more often, particularly by stressing the

need of overcoming emotional effects (Brougham et al., 2009). Men's and women's resilience

may be impacted by physical disparities. Women are more likely than men to be deceived
because they are perceived as being harder to manage and to obtain resources that might help

them overcome obstacles (Kumar & Quisumbing, 2014). To put it simply, psychological traits,

biological variables, and environmental factors are the three main components that develop and

influence resilience (Herrman et al., 2011).

According to the third hypothesis, academic resilience among Nigerian undergraduate students would

be strongly influenced by sociodemographic factors such as age and family socioeconomic

position. The findings indicate that age and family socioeconomic position did not significantly

impact academic resilience in undergraduate students. The findings show that 1% of the variance

in the dependent variable (academic resilience) was explained by the independent variables of

age and family socioeconomic position. Additional findings indicate that whereas family

socioeconomic position did not substantially predict academic resilience among Nigerian

undergraduate students, age did predict academic resilience among these students independently.

This study's results are different from those of Khalaf (2014), who found no discernible variation

in the degree of academic resilience across students based on age differences. On the one hand, it

supports the findings of Somchit and Sriyaporn (2004), who found that students' academic

resilience is unaffected by age. Students' resilience skills are significantly impacted by the

unfamiliar surroundings they encounter throughout their first year. According to Prihartono et al.

(2018), first-year students are often susceptible to low or moderate category resilience scores.

(Kushendar & Fitri, 2019). College students are supposed to be more autonomous in time

management, make more mature judgments, and be more responsible because they are in a

different academic and social environment (Andriani & Listiyandini, 2017). This study indicates

that the academic resilience of the 2015 class is higher than that of the 2014 class. This is
interesting since the 2015 class is in the process of moving from high school to college, and as a

result of the adjustment process, they are likely to encounter challenging academic issues.

Conclusion

This study examines the interaction between lecturers and students, the learning environment,

and locus of control as psychosocial factors that influence academic resilience in undergraduate

students. The study's findings demonstrated that every psychosocial factor significantly

contributes to the prediction of undergraduate students' academic resilience. Nonetheless, every

psychosocial factor significantly influences the prediction of undergraduate students' academic

resilience. However, among Nigerian undergraduate students, gender has a major impact on

academic resilience. Similarly, research indicates that age and family socioeconomic position did

not significantly affect academic resilience in undergraduate students. Moreover, family

socioeconomic position did not substantially predict academic resilience among Nigerian

undergraduate students, but age did predict academic resilience among them separately.

Accordingly, our study has demonstrated that psycho-social factors are significant predictors of

undergraduate students' academic resilience.

Recommendations

Based on the study's findings, the following recommendations are made:

1. Schools should foster an atmosphere that rewards academic achievement and education
in general while also motivating pupils to study. In order to do this, parents ought to
encourage their kids' academic endeavors more and reassure them that they are always
available to assist them with any challenges they may encounter.
2. Teachers and educators need to recognize that every kid is unique. This would prevent
them from making generalizations about the aptitude, capability, performance, and
financial commitment of pupils.

3. Additionally, the federal, state, and local governments ought to create and implement

initiatives that motivate students to pursue greater academic success. Likewise, they must

supply and meet educational needs if the nation is to continue having a top-notch educational

system. Round pegs should be kept in round holes, and non-professionals should not be

permitted to execute or make choices about educational policy.

4. If students want to succeed academically, they should also understand how important it is

to build the academic resilience they need to handle the various issues that may come up.
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