Abstract
The purpose of this research was to determine if locus of control, ethnicity, family structure, socioeconomic status, and gender were predictors of academic success for Anglo- and Mexican-American eighth-grade students. The students' locus of control (LOC) for success and failure was measured by the Intellectual Achievement Responsibility (IAR) questionnaire. Family structure was defined as living with one or both parents. Academic success was measured by the grade point average (GPA) and California Test of Basic Skills (CTBS) scores in reading, language, and math. The sample was 178 Anglo- and 44 Mexican-American eighth-grade students living in the Antelope Valley area of northern Los Angeles County. Anglos scored higher on GPA and all CTBS scores. For Anglos, children living with both parents scored higher on GPA and CTBS math scores. Girls scored higher on LOC for failure, total LOC, CTBS language scores, and GPA. The higher the SES, the higher the GPA and CTBS scores received. A correlation showed that overall students that were more internal in LOC tended to receive higher GPAs. However, in a multiple regression analysis SES, family structure, and ethnicity, but not locus of control, turned out to be predictors of GPA. Ethnicity was a predictor of CTBS reading scores. SES, gender, and total LOC predicted CTBS language scores. SES, gender, total LOC, and ethnicity were predictors of CTBS math scores. Thus, LOC appears to be a predictor of standardized measures of achievement among other demographic variables. Recommendations include that teachers need to reinforce internal locus-of-control behaviors; teachers need to reinforce academic success with Mexican-American boys and children living with a single parent or children living in poverty. Further studies need to be done on (a) the possible ways of enhancing internal locus of control for Mexican-American and Anglo-American students; (b) the effect of family structure on Mexican-American and Anglo-American students; (c) the variables that lead to academic success for Mexican-American students; (d) confirming the finding that girls are more internal in locus of control for failure and in total locus of control; (e) determining classroom behaviors of teachers that support the academic success of minority students; and (f) identifying the variables that support academic success of students living in poverty and children living with a single parent.