Self-efficacy, Locus of Control and Attitude among Engineering Students: Appreciating the Role of Affects in Learning Efforts

The affective dimension of learning has been shown to be a motivating factor for learning in the first place and in sustaining subsequent efforts to learn in the long run. Ignoring the contribution of the affective dimension of learning (such as attitudes) with an over emphasis on the cognitive aspect of learning are no longer adequate in providing sustainable engineering education. The lack of appreciation towards the affective dimension of learning has resulted in under valuing of affects in engineering teaching and learning leading to unfulfilled students’ potentials as well as frustrations among engineering lecturers. In this study, three psychological attributes related to the affective dimension of learning (locus of

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