Predictive Roles of Personality Traits and Self-efficacy in Academic Performance of Secondary School Students in Oyo State, Nigeria

Authors

  • G. I. Onongha
  • Y.O. Alebiosu
  • M.O. Gbadamosi

DOI:

https://doi.org/10.29173/cjfy30091

Abstract

The study examined the predictive roles of personality traits and self-efficacy on the academic performance of Oyo State secondary school students. The study determined the relative and joint influences of the two variables on the academic performance of secondary school students. The study employed a descriptive survey design of the ex-post-facto approach. Nine hundred (900) respondents were drawn from 12 schools in Oyo-south senatorial district through a multistage sampling technique. Four valid instruments and students’ first-term scores in Mathematics and English provided data for the study. Data were analysed using Bi-variate and Multiple regression statistics. Results revealed that: 32.3% and 29.2% of variations in the academic performance of secondary school students were due to personality traits and self-efficacy respectively; personality traits (t = 14.268, p<0.05) and self-efficacy (t = 12.481, p<0.05) were jointly responsible for 42.3% variation of students’ academic performance, with personality traits exercising more influence. The study is significant to teachers, parents, students and counsellors. Recommendations given in the study included: praising students for the smallest achievements; parents and educators to encourage their children or students to set clear achievable goals, directions and purposes for themselves; and teachers were encouraged to maintain good and effective communication with students as teaching quality can affect students’ self-belief and self-efficacy which impact on students' achievement.

Downloads

Published

2025-01-01

Issue

Section

Articles