PERCEIVED COMPETENCE, TEACHER AUTONOMY – SUPPORT AND PARENT ATTACHMENT AS PREDICTORS OF STUDENTS’ ACADEMIC ACHIEVEMENT
Journal Title: European Journal of Business and Social Sciences - Year 2013, Vol 1, Issue 12
Abstract
This paper examined perceived competence, teacher autonomysupport and parent attachment as predictors of students’ academic achievement with the view to establishing which of the three variables would best determine students’ achievement. Three hypotheses were formulated and tested in the study. The sample consisted of two hundred and fifty students randomly selected in senior secondary schools one in Ijebu-North Local Government Area of Ogun State, Nigeria. Four instruments: Perceived Academic Competence scale (r = 0.77), Teacher – Autonomy support scale(r= 0.90), parent Attachment scale (r = 0.93) and Academic tests (r = 0.78) were used for eliciting data. Result showed that perceived competence, teachers’ autonomy support and parents’ attachment significant combine in predicting students’ achievement (R = .333; R2 = 111; R2 (adj) = .100; F(2,242) = 10.073; p ˂ 0.01). However, perceived competence (β = .175; t= 2.676; p˃05) was found to be more potent out of the three predictors variables, while teacher-autonomy support (β = .169; t = 2.443; p˃05) was the next potent for the prediction of students’ achievement.
Authors and Affiliations
OKUNBANJO OLUSOLA O. (Ph. D)| DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND MANAGEMENT OLABISI ONABANJO UNIVERSITY, AGO-IWOYE
Keywords
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