Locus of Control as a Factor of Academic success among Moroccan university students.

Abstract

This paper examines the connection between the Locus of Control theory and student engagement among Moroccan university students, using survey data gathered from a sample of 130 respondents from both private and publique institutions. A Likert-scale too was employed to assess internal and external Locus of Control alignments, in addition to three aspects of students's engagement: behavioral, emotional and cognitive. The results indicates that the student population is mainly internally oriented, with students showing a strong trust in personal effort as the key factor affecting academic success. Cognetive engagement was identified as the highest rated element of engagement, followed by emotional and behavioral engagement. An important difference was noted between students'compliance-driven behaviors, such as attendance and comletion of assignments or tasks, and their level of active participation and engagement in the classroom. This study provides valuable descriptive perceptions and insights into the motivational and engagement characterristics of Moroccan university students and offers suggestions for curriculum design and teaching practices.