The potential for autonomy in learning: perceptions of competence, motivation and locus of control in first-year undergraduate students

Autonomy in learning is considered to be a valuable asset for achievement and an outcome of higher education. This study investigated autonomy-related psychological characteristics of first-year undergraduates at registration, providing baseline data indicative of a predisposition for autonomous learning. Students' age and sex-related perceptions of competence, self-esteem, motivation and locus of control, all theoretically related to autonomous behaviour, were measured. The results indicated a positive profile for new students, with motivation at the internalised end of the spectrum and a perceived internal locus of control. Students are, however, cautious about or unsure of their abilities to meet the demands of higher education and this needs to be addressed by teaching staff if autonomy in learning is to be demonstrated. Age and sex differences were not as prevalent as had been expected. Students arrive at university with the potential to be autonomous in their learning. It is the responsibility of those who structure the learning environment to nurture undergraduate potential if autonomous behaviour is to be realised as an outcome of higher education.