ACADEMIC SELF- CONCEPT AND SELF-EFFICACY AS PREDICTORS OF ACADEMIC ACHIEVEMENT AMONG SENIOR SECONDARYSCHOOL STUDENTS IN EDO STATE

Abstract

The study examined academic self-concept and academic self-efficacy as predictors of academic achievement among senior secondary school students in Edo North Senatorial District. It critically examined the interrelationship between the academic self -concept, and
academic self –efficacy, as predictors of academic achievement among senior secondary school students in SSS-One.Acorrelation design was adopted for the study. A population of 5,935 in SSS-One from 107 public secondary schools, with a sample of 362 SSS-One
students, was used for the study. An Academic Self-Concept and Academic Self-Efficacy Questionnaire were used to collect data. Their previous academic performance was collated from their JSSCE in 2020/2021.The content validity of the Questionnaire was carried out by experts to ensure that the items were clear and unambiguous. Are liability coefficient of 0.74 was obtained. The researcher administered the questionnaire and the Hypothesis was tested  using Pearson Correlation Matrix Analysis. The result indicated that the Pearson Correlation Coefficient on the relationship between academic self-concept and academic performance was given as 0.245 (p=0.000 < 0.05).The relationship between academic selfefficacy and academic performance was given at a coefficient of0.148(p=0.005 < 0.05) while the relationship between academic self-concept and academic self-efficacy was weak but positive with a coefficient at 0.005 (p=0.931 > 0.05). This clearly indicated that ASC and ASE are positively related with students' academic achievement. This implied that ASC and ASE moved such that the increase in the former significantly corresponded with increase in the latter and vice versa (p<0.01, 0.05). This implied that there was significant relationship between academic self-concept, and self-efficacy.Therefore academic self-concept and selfefficacy predict academic achievement of students in Edo North Senatorial Distict. Therefore, the study recommended that school authorities should identify students with academic difficulty and provide an intervention plan to support them to improve on their academic achievements