SELF ESTEEM AND ACADEMIC MOTIVATION AS CORRELATES OF ACADEMIC ACHIEVEMENT AMONG PUBLIC SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE, NIGERIA

Abstract

This study investigated self-esteem, academic motivation and test anxiety as correlates of academic achievement of students in public secondary schools in Anambra State. The study was guided by four research questions and four null hypotheses. The study adopted a correlational research design. The population comprised 20,560 senior secondary two (SS II) students. The sample size for the study was 380 students. Taro Yamane was used for sample size determination. The academic achievement was measured by the test scores of the students in mathematics. The instruments were subjected to face and construct validation. The results of the reliability scores gave Alpha coefficient values of 0 .73 for Self-Esteem Scale (SES) 0.80 for Academic Motivation Scale (AMS). Pearson Product Moment Correlation Coefficient was used to answer the research questions 1 – 6 and hypotheses 1 – 6 at 0.05 level of significance.  Multiple regression was used to answer research question 7 and test hypothesis 7. The study found that there was (r-value 0.782       0.000 significant and positive relationship between self-esteem and academic achievement of SS II students in Anambra State. The study recommended that Schools should implement social programmes aimed at improving students' self-esteem, such as workshops and counselling sessions, to foster confidence and enhance academic performance. Teachers should employ motivational teaching methods that encourage active participation and enthusiasm for learning, thereby increasing students' academic motivation and achievement.