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PSYCHO-PERSONOLOGICAL FACTORS AS PREDICTORS OF ACADEMIC CONFIDENCE AND MOTIVATION AMONG UNDERGRADUATES IN SOUTHWESTERN NIGERIA
Published 2016-09Subjects: “…Academic resilience,…”
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PSYCHO-SOCIAL VARIABLES AS CORRELATES OF ACADEMIC RESILIENCE AMONG UNDERACHIEVING SENIOR SECONDARY SCHOOL STUDENTS IN SOUTH-WEST, NIGERIA
Published 2015-03Subjects: “…Academic resilience…”
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Page will reload when a filter is selected or excluded.- Academic confidence, 1 results 1
- Academic motivation, 1 results 1
- Academic resilience 1 results 1
- Academic resilience, 1 results 1
- Educational intellegience 1 results 1
- Lack of academic confidence and motivation among undergraduates has become worrisome among stakeholders and educational psychologists. It often results in the inability to adjust to academic demands, socio-personal and psychological difficulties experienced by undergraduates which consequently lead to poor academic performance and high drop-out. Previous studies focused on dispositional factors with little attention on psycho-personological factors. This study, therefore, investigated psycho-personological factors (emotional intelligence, academic resilience, academic self-concept, school connectedness, gender, goal-setting, age and socioeconomic status) as predictors of academic confidence and motivation among undergraduates in Southwestern Nigeria. Self-determination theory provided the framework while correlational type of design was used. Multi-stage sampling procedure was employed to select respondents. Purposive sampling technique was used to select four states (Ogun, Ondo, Osun and Oyo) in Southwestern Nigeria. A total of 1,150 respondents were selected using proportionate sampling method from four Federal Universities (Federal University of Agriculture, Abeokuta (285), Federal University of Technology, Akure (235), Obafemi Awolowo University, Ile-Ife (310), and University of Ibadan, (320). The students who served as participants were selected across various faculties and levels. The reliability coefficient of all the variables are as follows: Academic confidence (r = 0.84), Academic motivation (r = 0.69), Emotional intelligence (r = 0.78), School connectedness (r = 0.65), Academic self-concept (r = 0.80), Academic resilience (r = 0.71), Goal-setting (r = 0.76), and Parents‘ socio-economic status (r = 0.70) scales were used for data collection. Data were analysed using descriptive Statistics, Pearson product moment correlation and Multiple regression at 0.05 level of significance. Respondents‘ mean age was 21.06 years with 57.4% females and 42.6% males. The correlation coefficient of the predictor variables are as follows: Emotional intelligence (r = 0.55), academic resilience (r = 0.60), academic self-concept (r = 0.43) and school connectedness (r = 0.43) correlated with academic confidence. Emotional intelligence (r = 0.67), academic resilience (r = 0.59), academic self-concept (r = 0.39) and school connectedness (r = 0.35) correlated with academic motivation. The variables had significant joint contribution on academic confidence (F₈, 1141) = 126.28 and academic motivation (F₈, 1141) = 132.31. The predictor variables had significant relationship with academic confidence (R = 0.69) and academic motivation (R = 0.70) accounting for 46.6% of the variance in academic confidence and 47.8% in academic motivation. The relative contributions of each of the predictor variables to academic confidence were: academic resilience (β = 0.38), school connectedness (β = 0.25), emotional intelligence (β = 0.25), parents‘ socio-economic status (β = 0.13) and academic self-concept (β = 0.06). The relative contributions of each of the predictor variables to academic motivation were: emotional intelligence (β = 0.51), academic resilience (β = 0.17) and school connectedness (β = 0.06). High emotional intelligence, academic resilience, positive academic self-concept and high school connectedness were strong facilitators of academic confidence and motivation. Counselling and educational psychologists should develop interventions rooted in these factors by training University guidance counsellors on the psychological needs of students and how to handle students‘ psychological problems to enhance academic confidence and motivation among 1 results 1
- Most public secondary school students in South-west Nigeria are faced with inadequate emotional, financial and social supports in the home and among peers. Most times, such students are without adequate learning materials, a condition which is not favourable for effective learning and that could hamper academic performance. Despite these challenges, these disadvantaged students still demonstrate willingness and desire to succeed in their academic endeavours. However, factors attributable for academic resilience among these students have not been adequately documented in literature. This study, therefore, investigated the influence of psycho-social variables (academic locus of control, academic self-efficacy, academic intrinsic and extrinsic motivation, parental influence, academic test anxiety, peer influence and study habit) on academic resilience of under-achieving Senior Secondary School (SSS) students in Southwest, Nigeria. The study adopted a survey research design of the correlational type. Multistage sampling procedure was adopted in selecting twelve Local Government Areas (LGA) out of one hundred and thirty seven LGAs that made up the six states in Southwest while sixty public secondary schools were selected from the twelve LGAs. Students‘ cumulative academic performance record (JSS3 and SS1) scores was employed in identifying and recruiting three thousand, two hundred and ninety (males = 1726, x = 14.72, SD = 5.33; females: 1564, x =14.95, SD = 2.37) students. Eight outcome measures were used for data collection: Academic Resilience Scale (α = 0.80); Academic Locus of Control Scale (α = 0.75); Academic Self-efficacy Scale (α = 0.69); Academic Motivation Scale (α = 0.85); Parental Influence Scale (α = 0.86); Academic Anxiety Questionnaire (α = 0.75); Peer Influence Scale (α = 0.81) and Study Habit Scale (0.89). Two research questions were answered and eight hypotheses tested at 0.05 level of significance. Pearson product moment correlation and multiple linear regressions were used for data analysis. The psycho-social variables had a significant joint prediction on academic resilience of under-achieving students (F (8,3281) = 130.924) and they jointly accounted for 23.7% to the observed variance in academic resilience. Academic self-efficacy (β =.34), intrinsic academic motivation (β =.20), extrinsic motivation (β =.056), and parental influence (β =.064) had relative contributions to the prediction of academic resilience, while peer influence, academic anxiety, locus of control and study habit did not. Academic self-efficacy (r =.45), intrinsic motivation (r =.40), peer influence (r =.25), parental influence (r =.23) and extrinsic motivation (r =.22) correlated relatively to academic resilience. However, academic test anxiety, locus of control and study habit did not have any significant relationship with academic resilience. Academic self-efficacy, intrinsic academic motivation, extrinsic academic motivation and parental influence were potent predictors of academic resilience among under-achieving senior secondary students. Therefore, these variables should be taken into cognizance by counselling psychologists, teachers, school administrators and parents in improving students‘ academic achievement. Key words: Academic resilience, Under-achieving senior secondary school students, Psycho-social variables, South-west Nigeria. Word count: 452 1 results 1
- Psycho-social variables 1 results 1
- School connectedness, 1 results 1
- South-west Nigeria 1 results 1
- Under-achieving senior secondary school students 1 results 1
- Undergraduates in Southwestern Nigeria. 1 results 1
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