Co esponding au ho : Ma issa Ru h Fu ado
Copy igh © 2025 Au ho (s) e ain he copy igh o his a icle. This a icle is published unde he e ms o he C ea i e Commons A ibu ion License 4.0.
Bi h o de , achie emen mo i a ion, academic pe o mance and locus o con ol in
young adul s
Ma issa Ru h Fu ado 1, * and Soumya Simon 2
1 Counselling Psychology, K is u Jayan i College (Au onomous), Bengalu u, Ka na aka, India.
2 Depa men o Psychology, K is u Jayan i College (Au onomous), Bengalu u, Ka na aka, India.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 3621-3627
Publica ion his o y: Recei ed on 18 Ma ch 2025; e ised on 23 Ap il 2025; accep ed on 26 Ap il 2025
A icle DOI: h ps://doi.o g/10.30574/wja .2025.26.1.1047
Abs ac
This s udy in es iga es he ela ionship be ween bi h o de , achie emen mo i a ion, academic pe o mance, and locus
o con ol among young adul s. D awing on Al ed Adle ’s heo y o bi h o de and o he mo i a ional heo ies, he
esea ch aims o de e mine i bi h o de in luences le els o achie emen mo i a ion, academic success, and locus o
con ol among unde g adua e and pos g adua e s uden s aged 18-25. Using a c oss-sec ional, quan i a i e esea ch
design, da a we e collec ed om 304 pa icipan s h ough s uc u ed ques ionnai es, including he Deo-Mohan
Achie emen Mo i a ion Scale, he Academic Pe o mance Scale, and Ro e ’s Locus o Con ol Scale. S a is ical analyses
e ealed a signi ican posi i e ela ionship be ween achie emen mo i a ion and academic pe o mance, while locus o
con ol demons a ed a modes bu signi ican nega i e co ela ion wi h bo h.
Howe e , no di ec ela ionship was iden i ied be ween bi h o de and academic pe o mance o locus o con ol,
hough i s bo ns exhibi ed ma ginally highe le els o achie emen mo i a ion. These indings unde sco e he
impo ance o psychological ac o s, such as mo i a ion and pe cei ed con ol, in academic success while sugges ing
ha bi h o de 's impac is mo e nuanced and indi ec .
Keywo ds: Bi h O de ; Achie emen Mo i a ion; Academic Pe o mance; Locus o Con ol; Young Adul s
1. In oduc ion
The heo y o bi h o de , ha was in oduced by Al ed Adle (1927), sugges s ha a child’s posi ion wi hin he amily
in luences hei o e all pe sonali y and mo i a ion [1]. Fi s bo ns end o be esponsible, achie emen -o ien ed, and
conscien ious due o ea ly pa en al a en ion and expec a ions. Howe e , he a i al o younge siblings may lead o
eelings o displacemen , d i ing hem o seek alida ion h ough success [2]. Middle child en, o en caugh be ween
siblings, de elop adap abili y, independence, and s ong social skills bu may s uggle wi h sel -es eem [3]. Younges
child en, ypically indulged, end o be mo e play ul, ex o e ed, and c ea i e bu may de elop isk- aking endencies.
Only child en, lacking sibling compe i ion, o en display ma u i y and high achie emen mo i a ion bu may expe ience
heigh ened pa en al p essu e [4]. While Adle ’s heo y has in luenced psychology, con empo a y esea ch o e s mixed
indings, wi h some s udies sugges ing ha bi h o de e ec s a e less signi ican han p e iously belie ed [2].
Achie emen mo i a ion, as p oposed by McClelland (1961), e e s o an indi idual’s d i e o succeed. I is in luenced
by upb inging, sel -e icacy, and goal o ien a ion [5]. Dweck’s (1986) achie emen goal heo y dis inguishes be ween
mas e y goals, whe e indi iduals seek pe sonal imp o emen , and pe o mance goals, which ocus on ou pe o ming
o he s. A g ow h mindse os e s esilience, while a ixed mindse may hinde pe sis ence [6]. Bandu a’s (1997) sel -
e icacy heo y emphasizes he ole o con idence in ackling challenges [7]. Cul u al di e ences also shape mo i a ion,
wi h indi idualis ic cul u es p io i izing pe sonal success and collec i is cul u es emphasizing g oup achie emen [8].
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 3621-3627
3622
Academic success is s ongly linked o mo i a ion, sel - egula ion, and ex e nal in luences like amily suppo and
socioeconomic s a us [9].
Locus o con ol, in oduced by Ro e (1966), e e s o whe he indi iduals a ibu e success o in e nal ac o s (e o ,
abili y) o ex e nal o ces (luck, a e) [10]. An in e nal locus os e s pe sis ence and goal-se ing, while an ex e nal locus
may lead o passi i y and lea ned helplessness. Resea ch indica es ha indi iduals wi h an in e nal locus o con ol a e
mo e likely o excel academically and p o essionally (Ro e , 1966). By os e ing esilience and sel -e icacy, indi iduals
can enhance hei mo i a ion, academic pe o mance, and o e all success [10].
1.1. Re iew o Li e a u e
Resea ch on bi h o de and i s impac on mo i a ion and academic success has consis en ly shown a s ong ela ionship
be ween being a i s bo n and exhibi ing highe le els o achie emen mo i a ion, in e nal locus o con ol, and
academic pe o mance. S udies highligh ha i s bo ns end o ha e a mo e in e nal locus o con ol, which con ibu es
o hei academic success [11]. Addi ionally, esea ch sugges s ha i s bo ns gene ally demons a e highe
achie emen mo i a ion, which enhances hei educa ional ou comes [12], [13]. The long- e m impac o bi h o de is
also e iden in in e gene a ional s udies, which ound ha i s bo ns no only pe o m be e academically bu also pass
on educa ional ad an ages o hei child en [14]. Fu he mo e, esea ch indica es ha cul u al and amilial expec a ions
signi ican ly con ibu e o i s bo ns’ supe io academic pe o mance [15]. Addi ionally, esea ch examines how amily
dynamics and psychological bi h o de shape sel -e icacy and academic ambi ion, ein o cing he link be ween
pe cei ed bi h o de oles and academic success [16]. Se e al s udies, u he highligh ha e ec i e s udy habi s and
esponsibili y, o en de eloped due o i s bo ns’ amilial oles, con ibu e o hei highe academic achie emen [17].
O e all, he li e a u e s ongly suppo s he idea ha bi h o de , pa icula ly being a i s bo n, os e s mo i a ion and
academic success h ough psychological, amilial, and sociocul u al ac o s.
1.2. Aim, Objec i es and Hypo hesis o he S udy
The aim o his s udy is o examine he in luence o bi h o de on psychological ai s ha impac educa ional ou comes
among young adul s. Speci ically, i ocuses on he ela ionships be ween bi h o de , achie emen mo i a ion, academic
success, and locus o con ol. P e ious esea ch sugges s ha bi h o de may shape pe sonali y ai s and mo i a ional
ac o s. The e o e, his s udy seeks o ill he exis ing gap in empi ical e idence by explo ing how bi h o de a ec s
achie emen mo i a ion and academic pe o mance, wi h signi ican implica ions o educa ional p ac ices and
psychological suppo aimed a enhancing s uden success.
The s udy aims o unde s and he ela ionship be ween bi h o de and achie emen mo i a ion, academic
pe o mance, and locus o con ol. Addi ionally, i seeks o analyze how achie emen mo i a ion a ec s academic
pe o mance and o examine he di e ences in he in luence o bi h o de on hese ac o s ac oss i s bo ns, middle-
bo ns, he younges child en, and only child en.
The s udy hypo hesizes ha he e is no signi ican co ela ion be ween bi h o de and achie emen mo i a ion,
academic pe o mance, o locus o con ol. Addi ionally, i posi s ha achie emen mo i a ion does no signi ican ly
impac academic pe o mance. Fu he mo e, i hypo hesizes ha he e a e no signi ican di e ences in academic
pe o mance, achie emen mo i a ion, o locus o con ol among i s bo ns, middle-bo ns, he younges child en, and
only child en.
2. Ma e ials and Me hods
2.1. Resea ch Design
This s udy explo es he ole o Bi h O de on Achie emen Mo i a ion, Academic Success and Locus o Con ol among
adul s wi h a sample o 304 pa icipan s using a c oss- sec ional esea ch design. This app oach will include a li e a u e
e iew using seconda y da a om online jou nals and esea ch a icles o build upon exis ing knowledge and iden i y
a eas o in es iga ion. The p ima y da a collec ion me hod will in ol e an online ques ionnai e, a widely accep ed
means o ga he ing da a e icien ly om a la ge pa icipan pool. The s udy aims o s udy college s uden s who a e
p esen ly in college and no he s uden s who ha e passed ou o in he idea o joining college. So his s udy inco po a es
c oss-sec ional quan i a i e esea ch design. This s udy will employ a c oss-sec ional quan i a i e esea ch design,
collec ing da a om a di e se coho o indi iduals a a speci ic poin in ime.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 3621-3627
3623
2.2. Pa icipan
The sample size aken o his s udy was 304 comp ising young adul s wi h he age anging om 18 - 25 yea s. The
inclusion c i e ia was ha he pa icipan has o be ei he pu suing hei UG o PG om any public o p i a e Uni e si y
o College.
2.3. Sample
The sample o he s udy would be he ew colleges in Bengalu u which consis o bo h unde g adua e and pos g adua e
psychology s uden s. A o al sample o 304 (N= 304) will be aken ou o which he e we e 148 males (48.4%) and 156
emales (51.3%). As he samples a e going o be di ec ly con ac ed his s udy will in ol e con enience sampling
echnique whe e he esea che will con enien ly selec s uden s in he colleges.
2.4. Inclusion c i e ia
● The s uden s should be p esen ly s udying in college.
● Be ween he age ange o 18-25
● An unde g adua e o pos g adua e s uden .
● Op ed p og ams on egula s udy basis (i.e. Full ime)
● Consen o pa icipa e and publish he esul s/ indings.
2.5. Exclusion c i e ia
● S uden s who s udy in college on a co espondence basis a e no included.
● Passed ou o no p esen ly a college s uden .
● Ou side India.
● Unde going ea men o complica ed heal h ela ed conce ns o mo e han 6 mon hs
2.6. Tool Desc ip ion
The Deo-Mohan Achie emen Mo i a ion Scale (DMAMS) is a sel - epo ques ionnai e designed o assess achie emen
mo i a ion le els in indi iduals, pa icula ly s uden s. The DMAMS consis s o a se o 50 i ems o ma ed as s a emen s
o which esponden s espond based on hei pe sonal expe ience and belie s. The DMAMS uses a 5-poin Like scale
( anging om "S ongly Disag ee" o “S ongly Ag ee" o simila deg ees o ag eemen ). The DMAMS has been subjec ed
o psychome ic es ing, es ablishing i s eliabili y and alidi y o measu ing achie emen mo i a ion in Indian
educa ional con ex s.
The Academic Pe o mance Scale (APS) de eloped by Ca son is a sel - epo ool designed o measu e a s uden ’s
pe cei ed academic pe o mance and e ec i eness in an educa ional se ing. Typically, he APS includes a se ies o
s a emen s ela ed o s udy habi s, ask managemen , and engagemen wi h academic wo k, o which s uden s espond
on a Like - ype scale, indica ing he ex en o which each s a emen e lec s hei beha io s. The APS is commonly used
in esea ch o explo e co ela ions be ween academic pe o mance and o he psychological cons uc s, such as
mo i a ion, s ess, o sel -e icacy, as well as in educa ional counseling o iden i y s uden s who may bene i om
in e en ions a ge ing s udy skills and ime managemen . Wi h an in e nal consis ency o .89 and a es - e es
eliabili y o 85. The APS consis ed o (8) 5-poin scale i ems. The APS p omises o be a use ul ool. Scale sco es showed
adequa e in e nal consis ency, 2-week es - e es eliabili y, and sa is ac o y concu en alidi y.
Ro e 's Locus o Con ol Scale. Ro e 's LOC o iginally designed by Ro e in 1966. I consis s o 29 pai s o s a emen s.
Pa icipan s indica e which s a emen o each pai hey belie e o be ue. The lowe he sco e, he mo e likely he
pa icipan is o possess in e nal locus o con ol. The highe he sco e, he mo e likely he pa icipan is o possess
ex e nal locus o con ol. Tes - e es eliabili y anged om .55 o .83 and in e nal consis ency anged om .65 o .79
(Ro e , 1966).
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 3621-3627
3624
3. Resul s and Discussion
Table 1 Demog aphic P o ile o The Responden s
Sample Cha ac e is ics
N
M/SD/%
GENDER
Male
148
48.7%
Female
156
51.35
AGE (18-25 yea s)
304
1005
The abo e able 1 p o ides an o e iew o he socio demog aphic cha ac e is ics o he 304 young adul esponden s.
The demog aphic dis ibu ion o he pa icipan s is as ollows: in e ms o gende , he e a e 148 males (48.7%) and 156
emales (51.3%), ega ding age, i alls wi hin he ange o 18-25 o alling 304 pa icipan s.
Table 2 Co ela ion
Va iable(s)
n
M
SD
1
2
3
4
1. Bi h O de
304
2.50
1.12
-
2. Achie emen Mo i a ion
304
118
19.4
0.907
-
3. Academic Pe o mance
304
11.8
2.77
0.346
<.001*
-
4. Locus o Con ol
304
28.3
5.36
0.760
0.006
0.007
-
No e. * p < .05*
This able p esen s he esul s o a Pea son Co ela ion analysis examining he ela ionships among bi h o de ,
achie emen mo i a ion, academic pe o mance, and locus o con ol.
● H1: The e will be no signi ican co ela ionship beween bi h o de and achie emen mo i a ion.
In ela ion o bi h o de and achie emen mo i a ion, no signi ican ela ionship was ound in he sample ( = -0.054,
p = 0.346). The e o e, H1 is accep ed, and hese indings align wi h p e ious esea ch by Sulloway, F. J.(1996) “Bo n o
Rebel: Bi h O de , Family Dynamics, and C ea i e Li es”. This s udy highligh s how i s bo ns end o ha e highe
achie emen mo i a ion due o g ea e esponsibili y and pa en al expec a ions. I suppo s he s ong posi i e
co ela ion obse ed in he da a.
● H2: The e will be no signi ican co ela ionship be ween bi h o de and academic pe o mance.
Simila ly, he e was no signi ican ela ionship be ween bi h o de and academic pe o mance ( = 0.007, p = 0.907).
The e o e, H2 is accep ed, and hese indings a e consis en wi h p e ious esea ch by Robe s, B. W. (2015) “The
associa ions o bi h o de wi h pe sonali y and in elligence in a ep esen a i e sample o U.S. high school s uden s”.
This s udy ound ha i s bo ns sligh ly ou pe o m hei siblings academically, consis en wi h he mode a e posi i e
co ela ion ound in his analysis.
● H3: The e will be no signi ican co ela ionship be ween bi h o de and locus o con ol.
Addi ionally, he analysis indica ed no signi ican ela ionship be ween bi h o de and locus o con ol ( = -0.018, p =
0.760). The e o e, H3 is accep ed, and hese indings a e suppo ed h ough he esea ch by Pin ich, P. R., & De G oo ,
E. V. (1990) “Mo i a ional and sel - egula ed lea ning componen s o class oom academic pe o mance”. This esea ch
emphasizes he c i ical ole o achie emen mo i a ion in academic success, aligning wi h he s ong posi i e co ela ion
obse ed.
Also, in able 2, i can be obse ed ha a s ong posi i e signi ican ela ionship exis s be ween achie emen mo i a ion
and academic pe o mance ( = 0.661, p<0.001). This is suppo ed h ough he ease ch by McClelland (1961), which
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 3621-3627
3625
highligh ed he c i ical ole o achie emen mo i a ion in academic success, sugges ing ha s uden s wi h high
mo i a ion end o se and achie e highe academic goals.
Table 3 Reg ession
CI 95%
E ec
Es ima e
SE
UL
LL
p
Academic Pe o mance
6.847
1.424
9.649
4.046
0.000*
Achie emen Mo i a ion
.182
0.12
0.206
0.159
0.000*
No e. Dependen a iable: Academic Pe o mance, *p<.05 .
● H4: The e is no signi ican impac o achie emen mo i a ion on academic pe o mance.
This able highligh s he p edic i e ela ionship be ween academic pe o mance (dependen a iable) and o he
a iables like achie emen mo i a ion and bi h o de . Achie emen Mo i a ion as a P edic o : The eg ession
coe icien (β = 6.847, p < 0.05) shows ha achie emen mo i a ion signi ican ly p edic s academic pe o mance. This
indica es ha s uden s wi h highe le els o mo i a ion a e mo e likely o succeed academically. Fo ins ance, mo i a ed
s uden s migh display be e s udy habi s, esilience, and goal se ing, all o which con ibu e o highe g ades and
academic success. The con idence in e al (CI = 4.046–9.649) ein o ces his inding, highligh ing ha achie emen
mo i a ion eliably con ibu es o explaining a ia ions in academic pe o mance. Based on hese esul s, H4 is ejec ed
as he e is an impac . A s udy by Singh and Singh (2014) suppo s he inding ha achie emen mo i a ion is a
signi ican p edic o o academic pe o mance. Thei esea ch highligh s ha s uden s wi h highe mo i a ion end o
se and achie e academic goals mo e e ec i ely, leading o be e academic ou comes.
4. Discussion
The s udy examined he ela ionships be ween achie emen mo i a ion, locus o con ol, bi h o de , and academic
pe o mance. I ound a s ong link be ween achie emen mo i a ion and academic success, wi h highe le els o
mo i a ion associa ed wi h be e pe o mance. Addi ionally, locus o con ol played a signi ican ole; indi iduals wi h
an in e nal locus o con ol— hose who belie e hey ha e con ol o e hei ou comes—demons a ed highe academic
mo i a ion and pe o mance compa ed o hose wi h an ex e nal locus o con ol, who end o a ibu e hei success o
ailu e o ex e nal ac o s. While i s bo ns showed sligh ly highe achie emen mo i a ion compa ed o hei siblings,
hese di e ences we e no s a is ically signi ican . When academic ou comes and locus o con ol we e compa ed ac oss
di e en bi h o de g oups, no subs an ial di e ences we e obse ed.
5. Conclusion
O e all, he s udy emphasized ha psychological ai s such as achie emen mo i a ion and an in e nal locus o con ol
a e s onge p edic o s o academic success han bi h o de . The impac o bi h o de appea ed o be indi ec ,
in luenced mo e by amily dynamics and cul u al ac o s a he han inhe en ai s. The indings sugges ha os e ing
mo i a ion and sel - egula ion in s uden s is a mo e e ec i e app oach o imp o ing academic ou comes han ocusing
on bi h o de .
5.1. Implica ions
The indings o his s udy highligh he impo ance o os e ing achie emen mo i a ion in young adul s o enhance
academic pe o mance. Educa ional ins i u ions and counselo s can de elop in e en ions ha p omo e in insic
mo i a ion and esilience among s uden s, ega dless o hei bi h o de . Fo ins ance, p og ams emphasizing goal
se ing, ime managemen , and sel - egula ion could help s uden s imp o e hei academic ou comes. Addi ionally,
while bi h o de may no di ec ly a ec academic pe o mance, i could p o ide insigh s in o amily dynamics and
indi idual pe sonali y ai s, which educa o s and psychologis s can conside when designing ailo ed suppo sys ems
o s uden s.
Limi a ions
This s udy has se e al limi a ions ha should be acknowledged. The use o a con enience sampling me hod may limi
he gene alizabili y o he indings, as he sample was es ic ed o unde g adua e and pos g adua e s uden s om
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 3621-3627
3626
selec colleges in Bengalu u. Addi ionally, he c oss-sec ional design p o ides only a snapsho o he ela ionships
be ween a iables, making i di icul o es ablish causali y. Cul u al and en i onmen al ac o s unique o he s udy
loca ion may also in luence he esul s, po en ially limi ing hei applicabili y o o he popula ions. Las ly, he eliance
on sel - epo ed measu es in oduces he possibili y o esponse bias, as pa icipan s may ha e answe ed in socially
desi able ways.
Fu u e Recommenda ions
Fu u e esea ch could add ess hese limi a ions by using longi udinal designs o explo e changes in achie emen
mo i a ion, academic pe o mance, and locus o con ol o e ime. Expanding he sample o include s uden s om
di e se cul u al, socioeconomic, and geog aphical backg ounds would enhance he gene alizabili y o he indings.
Addi ionally, inco po a ing quali a i e me hods, such as in e iews o ocus g oups, could p o ide deepe insigh s in o
how bi h o de in luences pe sonali y ai s and mo i a ion in di e en con ex s. Resea che s migh also in es iga e
he ole o media ing ac o s, such as pa en al expec a ions o sibling ela ionships, o be e unde s and he nuanced
impac o bi h o de on academic and psychological ou comes.
Compliance wi h e hical s anda ds
Acknowledgmen s
I would like o exp ess my hea el g a i ude o e e yone who suppo ed me in comple ing his esea ch pape . I am
especially hank ul o my ad iso , Ms. Soumya Simon, Assis an P o esso , Depa men o Psychology, K is uJayan i
College, Au onomous, Bengalu u, Ka na aka o hei guidance, encou agemen , and in aluable insigh s h oughou he
esea ch p ocess. Thei expe ise and pa ience played a c ucial ole in shaping his wo k.
Disclosu e o con lic o in e es
The esea ch was done in o de o ul ilmen o he awa d o Mas e deg ee (M. Sc.) in Counselling Psychology o K is u
Jayan i College (Au onomous) a ilia ed o Bengalu u No h Uni e si y, he esul s o he esea ch we e no a ec ed by
he o ganiza ion.
Re e ences
[1] Adle , A. (1927). Unde s anding human na u e (W. B. Wol e, T ans.). G eenbe g. (O iginal wo k published
1912).
[2] Roh e , J. M., Eglo , B., & Schmukle, S. C. (2015). Bi h o de and pe sonali y: A la ge-scale me a-analysis.
Psychological Science, 26(5), 703-714.
[3] Sulloway, F. J. (1996). Bo n o ebel: Bi h o de , amily dynamics, and c ea i e li es. Pan heon Books.
[4] Falbo, T. (1991). The only child. Jou nal o Ma iage and he Family, 53(4), 1025-1035.
[5] McClelland, D. C. (1961). The achie ing socie y. Van Nos and. h ps://doi.o g/10.1037/14359-000
[6] Dweck, C. S. (1986). Mo i a ional p ocesses a ec ing lea ning. Ame ican Psychologis , 41(10), 1040–1048.
[7] Bandu a, A. (1997). Sel -e icacy: The exe cise o con ol. W. H. F eeman.
[8] Choi, I., Nisbe , R. E., & No enzayan, A. (1999). Causal a ibu ion ac oss cul u es: Va ia ion and uni e sali y.
Psychological Bulle in, 125(1), 47–63.
[9] Schunk, D. H., Pin ich, P. R., & Meece, J. L. (2008). Mo i a ion and lea ning. In Mo i a ion in educa ion: Theo y,
esea ch, and applica ions (3 d ed., pp. 327–370). Pea son.
[10] Ro e , J. B. (1966). Gene alized expec ancies o in e nal e sus ex e nal con ol o ein o cemen .
Psychological Monog aphs: Gene al and Applied, 80(1), 1–28. h ps://doi.o g/10.1037/h0092976
[11] Mohammad, A., & Rehman, K. (2023). Explo ing he link be ween achie emen mo i a ion and locus o con ol
in s uden s o di e en bi h o de s. In e na ional Jou nal o Psychology and Educa ion, 59(3), 220-238.
[12] Kou , J. (2022). Bi h o de and i s ela ion o achie emen mo i a ion and esilience. Jou nal o Adolescen
Resea ch, 45(4), 276-292.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 3621-3627
3627
[13] Al-Rashidi, T. (2022). The ole o achie emen mo i a ion in academic success among adolescen s: The
in luence o bi h o de . A ab Jou nal o Educa ional Psychology, 33(1), 90-108.
[14] Ha a i, E., & Sa egnago, M. (2022). The in e gene a ional e ec s o bi h o de on educa ion. Jou nal o
Educa ional Psychology, 117(5), 362-380.
[15] Bha , R., & Sha ma, N. (2022). The ela ionship be ween bi h o de and academic achie emen in Indian
s uden s. Indian Jou nal o Educa ional Resea ch, 29(2), 119-135.
[16] Fa ima, Z., & Ash a , R. (2018). Psychological bi h o de , sel -e icacy, and achie emen mo i a ion in s uden s.
Asian Jou nal o Educa ional Psychology, 19(3), 285-300.
[17] Choudhu y, P., & Bo ooah, K. (2017). Bi h o de , pe sonali y, and academic pe o mance. Sou h Asian Jou nal
o De elopmen S udies, 18(3), 250-268.
