Relationship between Success Attributions and Academic Achievement of Secondary School Students in Anambra State, Nigeria

Mokwe  Obianuju Juliana; Anyanwu Adeline Nne; Emesi Kingsley Ekene

doi:10.22159/ijoe.2023v11i5.48755

Authors

Mokwe Obianuju Juliana Department of Educational Foundations Faculty of Education, Nnamdi Azikiwe University Awka Anambra State, Nigeria
Anyanwu Adeline Nne Department of Educational Foundations Faculty of Education, Nnamdi Azikiwe University Awka Anambra State, Nigeria
Emesi Kingsley Ekene Department of Educational Foundations Faculty of Education, Nnamdi Azikiwe University Awka Anambra State, Nigeria

DOI:

https://doi.org/10.22159/ijoe.2023v11i5.48755

Keywords:

academic achievement, success attributions, secondary school

Abstract

The study focused on the relationship between success attributions and academic achievement of secondary school students in Anambra State. Six research questions and six null hypotheses guided the study. Using a multi-stage sampling technique, the study adopted a correlation design with a sample size of 600 senior secondary two students drawn from the population of 11,417 co-educational students. The instrument for data collection was the Students’ Attribution Style Questionnaire. Students’ Achievement Scores were used to obtain students’ academic achievement. The reliability of the instrument was established using the Cronbach Alpha method, which yielded a reliability of .84. The Pearson Product Moment correlation was used to answer the research questions, while the t-test of the significance of the correlation was used to test the null hypotheses at a .05 level of significance. Findings from the study revealed a medium positive correlation between attributions and academic achievement scores of students with internal success attributions. Also, the finding revealed a significant relationship between attributions and academic achievement scores of students with internal success attributions. Based on these findings, it was recommended that teachers always emphasize the effort to adopt the success attribution approach in the learning process as the basis for students’ success in their academic activities and also improve the learning environment to minimize environmental constraints.

Downloads

Download data is not yet available.

References

Al-Zoubi, S. M., & Younes, M. A. B. (2015). Low academic achievement: Causes and results. Theory and Practice in Language Studies, 5(11), 2262–2268. http://doi.org/10.17507/tpls.0511.09

Adeyemi, A. M., & Adeyemi, S. B. (2014). Personal factors as predictors of students’ academic achievement in colleges of education in South Western Nigeria. Academic Journal, 9(4), 97–109.

Aminu, S., & Aisha, I. M. (2015). Relationship of casual attribution and academic attainment among colleges of education students in north-western Nigeria. Journal of Educational and Practice, 6(13), 2222-6990.

Asiru, V. I. (2014). The implication of parasitic infections on school performance among school-age children in Ogun State. Science Education, 3(5), 67–74.

Diane, C. (2016). Achievement motivation as a predictor of academic performance. Journal of Educational Psychology, 67(2), 70–72.

Frempong, M., Asare-Bediako, M., Mohammed, F., & Aboagye, P. (2016). Factors contributing to the low academic achievement of students at the basic education certificate examination in some public junior high schools of political district in the western region of Ghana: Students’ and teachers’. Prospective International Journal of Mathematics and Statistics Studies, 4(3), 1–10.

Fritz, H. (2010). The psychology of interpersonal relations common sense psychology. University of Chicago Press.

Heider, F. (1958). Psychology of interpersonal relations. Wiley. http://dx.odi.org/10.1037/10628-000

Imogie, I. A. (2002). Counseling for quality assurance in education. 26th annual conference of CASSON, University of Benin, Benin.

Jacob, A. D. (2013). Casual attributions and student success in developmental mathematics. Journal of Developmental Education, 36(3), 186–192.

Jennifer, E. V. I., John, W., & Manizheh, S. Y. (2001). Sex differences in performance attribution, self-efficacy and achievement in mathematics. Journal of Educational Psychology, 82(5), 128–133.

Lemeneh, T. A. (2020). Perceived high school students’ attribution of academic success and failure in East Gorjan Zone. International Journal of Scientific and Engineering Research, 11(5), 1–3.

Mkumbo, K. A. K., & Amani, J. (2012). Perceived university students’ attributions of their academic success and failure. Asian Social Science, 8(7), 247. http://doi.org/10.5539/ass.vsn7p247

Moskowitz, G. B. (2014). The implicit volition model: The unconscious nature of goal pursuit. In J. W. Sherman, B. Gawronski, & Y. Trope (Eds.), Dual-process theories of the social mind (pp. 400–422). The Guilford Press.

Ngunu, N. S. (2019). Casual attribution and academic expectations as correlates of academic achievement in secondary schools in Kiambu County, Kenya [Doctoral thesis, Kenyatta University, Kenya]. Kenyatta University Institutional Repository. http://ir-library.ku.ac.ke/handle/123456789/19852

Okoye, R. (2015). Educational and psychological measurement and evaluation (2nd ed.). Erudition Publisher.

Olayanju, O. P. (2014). Historical analysis of the implementation of teacher education policy in Nigeria. International Journal of Special and General Education, 3(1), 131–154.

Seligma, M. E. P., Peterson, C., Kaslow, N. J., Taneabaum, R. L., Alloy, L. B., & Abramson, L. Y. (1984). Explanatory style and depressive symptoms among school children. Journal of Abnormal Psychology, 93(5), 235–238.

Siew, M. T., Peter, G., Nor, F. M., & Vijaya, L. S. (2011). Students’ attribution of success and failure in the learning of English language: A comparison of undergraduates from six public universities in Malaysia. Educational Research Review, 5(3), 26–40.

Sharma, M., & Tahira, K. (2011). Family problems as predictors of students' achievement in Sciences. Journal of Community Guidance and Research, 25(1), 28 - 36.

Ugoji, F. N. (2008). The impact of counseling on academic performance of secondary school students. African Journal of Inter-Discipline Studies, 8(2), 67–73.

Weiner, B. (1986). An attributional theory of motivation and emotion. Springer.

Yusuf, N., & Al-Banawi, N. (2013). The impact of changing technology: The case of e-learning. Contemporary Issues in Education Research, 6(2), 173–180. https://doi.org/10.19030/cier.v6i2.7726