Academic Self-Efficacy, Locus of Control and Academic Performance of Secondary School Students in Ondo State, Nigeria

Abel Olufemi Ogunmakin, Moyosola Jude Akomolafe


In Nigeria, emphasis has been placed on secondary school students’ academic performance because of its direct positive impact on national development. Young students in secondary schools today are expected to be leaders of tomorrow and their academic performance is sine qua non for gaining admission into higher institutions and the quality of manpower the nation can boast of in the future. Unfortunately and generally, secondary school students’ academic performance in Nigeria is a serious matter for concern. Many researchers in recent time are interested in the factors affecting academic performance with a view to finding permanent solutions to the problems of poor academic performance of secondary school students. It is on this premise that the current study was conducted to examine the influence of some psychological factors on students’ academic performance. Descriptive research design of correctional type was used for the study. The sample consisted of three hundred and sixty four students randomly selected from ten secondary schools. Two standardized instruments were used to collect data from the sample while students’ scores in their previous promotion examination were used to measure their academic performance. Through multiple regression analysis, the researchers found that academic self-efficacy and locus of control jointly predicted academic performance. Further analysis revealed that academic self-efficacy significantly predicted academic performance while locus of control was not a good predictor. It is recommended that teachers, school management, school administrators and counselling psychologists should use appropriate psychological interventions to enhance academic self-efficacy of secondary school students.

DOI: 10.5901/mjss.2013.v4n11p570

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Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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