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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: This study assessed the level of academic self-efficacy of secondary school students in Osun State and how it can be affected by peer pressure, locus of control and extraversion. The study adopted descriptive study. Four scales; Eysenck Personality Inventory (EPI), Academic Locus of Control Scale (ALOCS), Peer Pressure Inventory (PPI) and Academic Self-efficacy Scale (ASS) were used to collect data from 595 students and data collected were analyzed using descriptive statistics. The findings revealed that there was a significant relationship between locus of control and students’ academic self-efficacy (r = 0.00094, p <.05). The results further showed that there was a significant relationship between peer pressure and students’ academic self-efficacy (r = -0.431, p <.05). There was no significant relationship between extraversion and students’ academic self-efficacy (r = 0.058, p >.05). The results also showed that the interaction effect of locus of control, peer pressure and extraversion on students’ academic self-efficacy was not statistically significant (F(56, 82) = 1.113, p > 0.05). The study concluded that locus of control and peer pressure could enhance students’ academic self-efficacy. The findings of this study provide information on how students will better develop their self-confidence for excellent academic performance. Students are better equipped to restructure their cognitive processes and develop positive attitude in their abilities to successfully complete their academic tasks regardless of the likely difficulty they might face. It is therefore recommended that, in order to enhance the level of students’ academic self-efficacy from a lower or moderate level to a higher level, teachers should help in building up the confidence of students by giving more assignments and activities that will bring academically efficacious and inefficacious students together. |
| Keywords: psychosocial factors; locus of control; extraversion; predictors; academic self-efficacy |
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