In the Principles of Microeconomics course taught during the Fall Semester 2019, 88 students participated in the completion of two questionnaires and a survey describing their demographic and academic profile. The two questionnaires included the 29 items of the Rotter Locus of Control Scale and the 10 items of the Schwarzer & Jerusalem Generalized Self-Efficacy Scale. The paper is intended to show that locus of control and self-efficacy are two distinct constructs not only in their influence on student performance but also in their student profile interaction. Using the Locus of Control Scale, the class was divided by a median split of 12 into two equal-sized groups. The results show that internals (lower score) had a higher average exam score, had a higher cumulative GPA score, spent more time working, attended classes more often, and scored higher on the self-efficacy scale than externals (higher score). Using the Self-Efficacy Scale and dividing the class by a median split of 3.2 into equal-sized groups, high self-efficacy students had a higher average exam score, took more high school economics courses, and were internally oriented, as compared to the low self-efficacy students. Of the 88 students participating in the survey, 30 students were identified as having both low locus of control and high self-efficacy and 33 students were identified of having both high locus of control and low self-efficacy. The results show that the 30 students had a higher average exam score, had a higher cumulative GPA score, were more of white ethnicity, and took more high school economics courses, as compared to the 33 students. For the whole sample, the correlation coefficient between locus of control and self-efficacy groups is negative and highly significant. The regression results show that the locus of control variable has a negative and significant effect, while the self-efficacy score has a positive and significant effect on the exam average. The adjusted R square value increased markedly with the addition of both locus of control and self-efficacy variables to the regression equation.

在 2019 年秋季学期教授的微观经济学原理课程中，88 名学生参与了完成两份问卷和一项描述其人口统计和学术概况的调查。两份问卷包括Rotter轨迹控制量表29个项目和Schwarzer&Jerusalem广义自我效能感量表10个项目。本文旨在表明，控制点和自我效能感是两个不同的结构，不仅在它们对学生表现的影响方面，而且在他们的学生档案互动方面。使用轨迹控制量表，将班级按 12 的中位数分成两个大小相等的组。结果表明，内部人员（分数较低）的平均考试分数更高，累积 GPA 分数更高，工作时间更多，上课频率更高，并且在自我效能量表上得分高于外部（更高的分数）。使用自我效能感量表并将班级以 3.2 的中位数分成相等的小组，与自我效能感低的学生。在参与调查的 88 名学生中，30 名学生被确定为具有低控制点和高自我效能感，33 名学生被确定为同时具有高控制点和低自我效能感。结果表明，与 33 名学生相比，这 30 名学生的平均考试成绩更高，累积 GPA 分数更高，白人族裔较多，并且参加了更多的高中经济学课程。对于整个样本，使用自我效能感量表并将班级以 3.2 的中位数分成相等的小组，与自我效能感低的学生。在参与调查的 88 名学生中，30 名学生被确定为具有低控制点和高自我效能感，33 名学生被确定为同时具有高控制点和低自我效能感。结果表明，与 33 名学生相比，这 30 名学生的平均考试成绩更高，累积 GPA 分数更高，白人族裔较多，并且参加了更多的高中经济学课程。对于整个样本，使用自我效能感量表并将班级以 3.2 的中位数分成相等的小组，与自我效能感低的学生。在参与调查的 88 名学生中，30 名学生被确定为具有低控制点和高自我效能感，33 名学生被确定为同时具有高控制点和低自我效能感。结果表明，与 33 名学生相比，这 30 名学生的平均考试成绩更高，累积 GPA 分数更高，白人族裔较多，并且参加了更多的高中经济学课程。对于整个样本，与低自我效能感的学生相比，高自我效能感的学生平均考试成绩更高，参加的高中经济学课程更多，并且具有内向性。在参与调查的 88 名学生中，30 名学生被确定为具有低控制点和高自我效能感，33 名学生被确定为同时具有高控制点和低自我效能感。结果表明，与 33 名学生相比，这 30 名学生的平均考试成绩更高，累积 GPA 分数更高，白人族裔较多，并且参加了更多的高中经济学课程。对于整个样本，与低自我效能感的学生相比，高自我效能感的学生平均考试成绩更高，参加的高中经济学课程更多，并且具有内向性。在参与调查的 88 名学生中，30 名学生被确定为具有低控制点和高自我效能感，33 名学生被确定为同时具有高控制点和低自我效能感。结果表明，与 33 名学生相比，这 30 名学生的平均考试成绩更高，累积 GPA 分数更高，白人族裔较多，并且参加了更多的高中经济学课程。对于整个样本，30名学生被确定为具有低控制点和高自我效能感，33名学生被确定为同时具有高控制点和低自我效能感。结果表明，与 33 名学生相比，这 30 名学生的平均考试成绩更高，累积 GPA 分数更高，白人族裔较多，并且参加了更多的高中经济学课程。对于整个样本，30名学生被确定为具有低控制点和高自我效能感，33名学生被确定为同时具有高控制点和低自我效能感。结果表明，与 33 名学生相比，这 30 名学生的平均考试成绩更高，累积 GPA 分数更高，白人族裔较多，并且参加了更多的高中经济学课程。对于整个样本，控制位点与自我效能组之间的相关系数为负且高度显着。回归结果表明，控制变量的轨迹具有负向且显着的影响，而自我效能得分对考试平均数具有正向且显着的影响。随着回归方程的控制点和自我效能变量的增加，调整后的 R 平方值显着增加。