 We have made 2 different analysis from the same questionnaire that were floated to both

the Indian students and the Afghan students.

 Maximum number of students both for the Afghan and Indian have high on internal locus of
control (Frame the sentence nicely)
 Indian students have around 66.67% students having internal locus of control.
 Afghan students have around 44.67% students having internal locus of control.
 EVEN IF WE BELONG TO DIFFERENT LOCALITIES AND COUNTRIES, WE HAVE ALMOST
SIMILAR FEELING AND LOCUS OF CONTROL.
 BASED ON THE ANALYSIS, INDIAN STUDENTS HAVE A SLIGHT MORE INTERNAL LOCUS OF
CONTROL AS COMPARED TO THE AFGHAN STUDENTS.

Analysis Basis Raw Scores

 The questionnaire containing the Locus of Control inventory was floated to both Indian
students and Afghan Students.

 The analysis of the scores obtained shows that majority of the students from Indian group
has internal locus of control and most of the Afghan students seem to have an internal locus
of control as well. Although the percentage was slightly lower than that of Indian students.
This can possibly be attributed to the fact they Afghan students are currently studying in a
foreign country. This means that they are prone to a lot of external factors like language,
cultural differences and education setup of a different country. These factors in combination
tend to create a Recency effect which can have a major impact on the take of students
towards the forces governing their locus of control.

 81.48% of Indian students can be classified as having internal locus of control. The same
percentage is however lower for Afghan students as only 52% of them reported to have
internal locus of control

 Coming to the External Locus of control, a 49% for Afghan students can be classified as
having external locus of control. The break-up of 49% is such that 30% of the students
identified external change as the governing force and 19% identified External others as the
governing force in their life presently.

 The same percentage for Indian students came out to be 18.52% with 7.41% identifying
External others and 11.11% identifying External change as the force governing their career.

 Another trend that was noticed was that the score of Internal locus of Control and External
Others are highly and positively correlated in case of Indian students whereas the same set
of scores are weakly correlated in case of Afghan students.

 There is a high and positive correlation between the scores of Internal Locus and External
Change in case if Indian students but the same scores are weakly correlated in case of
Afghan students.
  As expected, the scores of External Other and External change exhibit a positive correlation
for both the groups of students as both the scores point toward external orientation of a
person.

Analysis Basis Ratio of Scores

 I/(EO+EC): This score shows that 52% of Indian students have internal orientation while 33%
of Afghan students have internal orientation.

 I/EO: This score tells us that major population of both the groups (100% in case of Indian,
56% in case of Afghan) give more importance to internal forces than to people in power.

 I/EC: This score tells us that 52% of Afghans feel that the effect of external forces can be
countered by internal forces. In case of Indian students, 100% of students feel the same.

 There is positive correlation between ratios of I/(EO+EC) and I/EO in case of both the groups.

 There is positive correlation between ratios of I/(EO+EC) and I/EC in case of both the groups.

 There is positive correlation between ratios of I/EO and I/EC. These positive correlations
indicate that these scores point toward the same thing which is internal orientation.