Published Article

ABSTRACT

The study investigated psychological variables as correlates of learning satisfaction of students in public secondary schools in Uyo Local Government Area. Specifically, the study focused on the relationship between self-concept and self-efficacy, and learning satisfaction. Two research questions and research hypotheses were raised to guide the study. A correlational research design was adopted for the study. A targeted population of 2936 was used for the study while a sample size of 200 respondents were selected using a simple random sampling technique. A structured questionnaire tagged: Psychological Variables and Learning Satisfaction Questionnaire (PVLSQ) was used as the instrument for data collection. The instrument was subjected to a face validation and a reliability test. A reliability coefficient index of 0.79 was obtained using Cronbach Alpha statistics. Data collected were analyzed using Pearson Product Moment Correlation in answering research questions as well as testing the null hypotheses at a .05 level of significance. The results revealed that there is a significant relation between self-concept, self-efficacy and learning satisfaction of students in public secondary schools in Uyo Local Government Area It was concluded that self-concept and anxiety were significant factors that moderate learning satisfaction among students. It was recommended among others that parents should create a conducive environment at home where students can develop adequate self-concept to support satisfactory learning experiences.