Abstract
The study examined the roles of academic self-efficacy and locus of control in relation to academic adjustment of students in public universities in Ghana. The study adopted the positivist paradigm, a quantitative approach and the correlational research design. A sample of 2,300 Level 200 students was selected using proportionate stratified random sampling from three public universities in Ghana. Data were collected using adapted versions of Student Adaptation to College Questionnaire, Self-Efficacy for Learning Form by Zimmerman and Kitsantas and the Internal – External Locus of Control Scale. Structural Equation Modelling was used in testing the hypotheses. The study found a statistically significant relationship between academic self-efficacy and academic adjustment but no statistically significant relationship between locus of control and academic adjustment. The study recommended that Deans of Students Affairs in the various universities could strengthen ongoing adjustment support after the initial orientations given to students by addressing issues of time management, balancing coursework with extracurricular activities, and navigating institutional systems.