Published Article

ABSTRACT

This study investigated achievement syndrome and self-efficiency as predictors of academic adjustment of public senior secondary school students in rivers state. Three research questions and three corresponding hypotheses were formulated to guide the study. The study adopted correlational research design. The population of the study comprised all the 19, 749 SSI students in the public senior secondary school in Rivers State. (Rivers State Ministry of Education 2024/2025 students’ enrolment figure). A sample of 400 SSI students were drawn from the population through simple random sampling technique. Three instruments titled “Achievement Syndrome Scale” (ASS), “Self-Efficacy Scale” (SES) and “Academic Adjustment Scale (AAS) were used for data collection. The instruments were validated by two experts in measurement and evaluation based on face and content validities. Cronbach Alpha reliability method was used to established the reliability coefficients of the instruments and values obtained were 0.77 for ASS, 0.82 for SES and 0.81 for AAS respectively. The researchers personally administered the copies of the instruments to the sampled students with the help of research assistant (one teacher) in each school who were properly guided about the administration of the instruments and also copies of the administered instruments were collected immediately after administration. The data collected were analyzed using simple regression for the research questions and multiple regression for the hypotheses which were tested at 0.05 alpha level of significance. The findings of the study shows that; achievement syndrome and self-efficacy predicted academic adjustment of senior public secondary schools students in Rivers State both jointly and independently taken. Based on the findings of this study conclusion and recommendations were made.

KEYWORDS: Achievement Syndrome, Self-efficacy, Adjustment and Academic Adjustment.