Examining the Relationship Between Locus of Control and Scholastic Adjustment Among Students with Visual Impairment in Public Tertiary Institutions in Rivers State, Nigeria
Keywords:
Locus of Control, Scholastic Adjustment, Visual Impairment, Tertiary Students, InclusionAbstract
This study investigated the relationship between internal and external locus of control and scholastic adjustment among students with visual impairment enrolled in public tertiary institutions in Rivers State, Nigeria. Using a correlational design and a census of 23 students with visual impairment, two self-developed instruments—the Locus of Control Short Scale (LOCSS; Cronbach’s α = .78) and the Scholastic Adjustment Rating Scale (SARS; Cronbach’s α = .71)—were administered with the assistance of two trained research assistants, following informed consent and assurances of confidentiality. Of the 23 participants, 12 were male and 11 female. Most were aged 16–35, and the large majority were undergraduates living off campus. Pearson product-moment correlation analysis revealed a moderate positive relationship between internal locus of control and scholastic adjustment (r = .59, p = .003), thereby rejecting the null hypothesis of no significant relationship. Conversely, the correlation between external locus of control and scholastic adjustment was weakly negative and non-significant (r = –.23, p = .286), thus retaining the null hypothesis for that relationship. The findings carry practical implications for inclusive practice, student counselling and institutional support within tertiary education settings.
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