Birth order, achievement motivation, academic performance and locus of control in young adults

This study investigates the relationship between birth order, achievement motivation, academic performance, and locus of control among young adults. Drawing on Alfred Adler’s theory of birth order and other motivational theories, the research aims to determine if birth order influences levels of achievement motivation, academic success, and locus of control among undergraduate and postgraduate students aged 18-25. Using a cross-sectional, quantitative research design, data were collected from 304 participants through structured questionnaires, including the Deo-Mohan Achievement Motivation Scale, the Academic Performance Scale, and Rotter’s Locus of Control Scale. Statistical analyses revealed a significant positive relationship between achievement motivation and academic performance, while locus of control demonstrated a modest but significant negative correlation with both. However, no direct relationship was identified between birth order and academic performance or locus of control, though firstborns exhibited marginally higher levels of achievement motivation. These findings underscore the importance of psychological factors, such as motivation and perceived control, in academic success while suggesting that birth order's impact is more nuanced and indirect.