首页> 外文OA文献 >Self-Concept, Locus of Control and School Motivation in Relation to Academic Achievement among Secondary School Students in Northern Nigeria
【2h】

Self-Concept, Locus of Control and School Motivation in Relation to Academic Achievement among Secondary School Students in Northern Nigeria

机译:尼日利亚北部中学生的自我概念,控制源和学校动机与学业成绩的关系

摘要

The academic achievement, of children and young people is an issue that concerns governments in many countries. In Nigeria, students’ performance on standardised examinations has been troublingly low, especially among those from the north of the country. Previous studies on students’ achievement have focused on inadequate funding, infrastructural decay, parental background factors and pedagogical issues. However, this study considers the psychological aspects of attainment, looking at the relationships between self-concept, locus of control, school motivation, academic achievement and other contextual factors (such as gender) that are likely to have an impact on students’ performance in school. The aim is to identify some of the factors contributing to low performance in order to generate empirical evidence to inform policy and practice.\udThe study adopts a cross sectional research design with a sequential mixed method approach to data collection and analysis. Standardised questionnaires are used to measure key concepts in the first stage. The sample consists of Secondary School Students (SS1) from public schools in Kaduna State, Northern Nigeria. Semi-structured interviews are then used in the second stage to probe the factors influencing students’ performance. The results indicate high, moderate, and low levels of relationships between academic achievement and the conceptual variables, and that self-concept and mother’s profession are the main predictors of academic achievement.\udThe study recommends that education practitioners and policy makers develop intervention programmes in order to enhance students’ adequate and positive perceptions of their academic abilities. These might include the use of tangible and non-tangible reward systems to reinforce academic and social accomplishments, the development of policies aimed at eradicating poverty so that families can make adequate provision for their children at home and at school. The government needs to improve school infrastructure to facilitate effective teaching and learning, and enhance the students’ personality attributes.
机译:儿童和年轻人的学业成就是许多国家政府关注的问题。在尼日利亚,学生在标准化考试中的表现一直很差,特别是在该国北部的学生中。以前关于学生成绩的研究集中在资金不足,基础设施老化,父母背景因素和教学问题上。但是,本研究考虑了成就的心理方面,着眼于自我概念,控制源,学校动机,学业成就和其他可能对学生的表现产生影响的背景因素(例如性别)之间的关系。学校。目的是找出造成绩效低下的一些因素,以便产生经验证据来为政策和实践提供参考。\ ud本研究采用横断面研究设计,采用顺序混合方法进行数据收集和分析。在第一阶段,使用标准化的问卷来衡量关键概念。该样本包括尼日利亚北部卡杜纳州公立学校的中学生(SS1)。然后在第二阶段使用半结构化访谈,以探究影响学生表现的因素。结果表明,学业成就与概念变量之间的关系处于高,中,低水平,自我观念和母亲的职业是学业成就的主要预测指标。\ ud该研究建议教育工作者和政策制定者制定干预方案为了增强学生对他们学习能力的充分和积极的认识。这些措施可能包括使用有形和无形的奖励制度来加强学业和社会成就,制定旨在消除贫困的政策,以便家庭能够为在家和在校的孩子提供足够的食物。政府需要改善学校基础设施,以促进有效的教与学,并增强学生的人格特质。

著录项

  • 作者

    Ahman-Mahmud, Amina;

  • 作者单位
  • 年度 2016
  • 总页数
  • 原文格式 PDF
  • 正文语种 en
  • 中图分类
  • 入库时间 2022-08-20 20:46:21

相似文献

  • 外文文献
  • 中文文献
  • 专利

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号