Relationship Between of an Individual Self-Esteem, Locus of Control and Academic Achievement: A Cohort Bases Data-Driven Statistical Study

Abstract

The study of key factors influencing academic performance is of critical importance in the contemporary educational landscape. Academic achievement is not solely determined by cognitive abilities but is also significantly shaped by psychological factors. Among these, self-esteem and locus of control are two essential constructs that play a crucial role in influencing an individual’s academic outcomes. The present study investigates the relationships among self-esteem, locus of control, age, and academic performance, with particular emphasis on mediation and moderated mediation mechanisms. Drawing on established psychological and educational frameworks, the study explores whether locus of control functions as a mediator in the relationship between self-esteem and academic performance and whether age moderates these associations. A quantitative analytical approach was employed, integrating correlation analysis, regression modeling, structural equation modeling, and moderated mediation techniques to examine both direct and indirect pathways among the variables. The study further evaluates conditional relationships to understand how these psychological constructs interact within an academic context. The findings contribute to the growing body of literature by clarifying the role of individual psychological factors in shaping academic outcomes. Specifically, the study underscores the importance of self-related constructs while critically examining the extent to which intermediary and contextual variables influence these relationships.