INFLUENCE OF SELF-EFFICACY ON LEARNING BEHAVIOUR OF ELECTRICAL AND ELECTRONICS TECHNOLOGY EDUCATION STUDENTS

Abstract

This study examined the relationship and influence of self-efficacy on the learning behaviour of electrical and electronics technology education students in universities in Southwest Nigeria. The research was motivated by the increasing recognition of psychological constructs such as self-efficacy as determinants of students’ engagement and performance in technical and vocational education. A correlational survey research design was adopted. The population of the study comprised all 158 electrical and electronics technology education students across five universities in Southwest Nigeria. A total enumeration sampling technique was employed. Data were collected using two validated instruments: the Self-efficacy for Learning Performance (SLP) scale and the Students’ Learning Style Scale. Reliability coefficients of .71 and .78 were obtained, respectively. Data were analyzed using Pearson Product Moment Correlation and linear regression analysis at .05 level of significance. Findings revealed a moderate and significant positive relationship between self-efficacy and learning behaviour (r = .520, p < .05), indicating that students with higher self-efficacy tend to adopt more positive learning behaviours. However, regression analysis showed that self-efficacy did not significantly influence learning behaviour (R² = .086, F = .843, p > .05). This implies that while self-efficacy and learning behaviour are related, other factors beyond self-efficacy may account for the variations in students’ learning behaviours. The study concluded that while self-efficacy is significantly associated with students’ learning behaviours, it does not independently determine them. It recommends that interventions to improve students’ learning outcomes in technical education should combine efforts to strengthen self-efficacy with other variables within the learning environment.