ABSTRACT
This
study sought to determine whether parental achievement orientation predicts self-concept
and academic self-efficacy of in-school adolescents in Enugu State. This desire
was also motivated by the need to determine whether gender has any relationship
with self-concept and academic self-efficacy of in-school adolescents. Four
research questions and four null hypotheses guided the study. The design of the
study was correlational research design. A total of 1160 senior secondary
school students proportionately drawn from public senior secondary schools in
Enugu State were used for the study. Three instruments namely: -
Parental
Achievement Orientation Scale (PAOS), Adolescents Self-Concept Scale (ASS), and
Academic Self-Efficacy Scale (ASES) were developed, validated and used for the
study. The internal consistency reliability of the instruments were calculated
using Cronbach Alpha procedure and reliability estimates of .81, .86 and .92
were gotten for the PAOS, ASS and ASES, respectively. Data obtained through the
administration of the three were analyzed using Pearson’s r, R2
(coefficient of determination) to answer the four research questions while
ANOVA and multiple regression were used to test the null hypotheses at 0.05
levels of significance which revealed the following findings: Parental
achievement orientation significantly predicts academic self-concept of
in-school adolescents. Achievement orientation of parents had 29 percent
contribution in predicting the in-school adolescents’ self-concept; parental
achievement orientation significantly predicts academic self-efficacy of in-school
adolescents. Achievement orientation of parents had 45 percent contribution in
predicting the in- school adolescents’ self-efficacy; gender significantly
predicts self-concept of in-school adolescents. Gender of in-school adolescents
had 11 percent contribution in predicting the in-school adolescents’
self-concept and gender does not significantly predict self-efficacy of
in-school adolescents. Gender of in-school adolescents had zero percent
contribution in predicting the in-school adolescents’ self-efficacy. A major
educational implication of the findings was that the in-school adolescents
could be educated on the importance of parental achievement orientation as the
predictor of self-concept and academic self-efficacy. It was thus recommended
that emphasis should be given to educating adolescents on the importance of
parental achievement orientation as the predictor of self-concept and academic
self-efficacy and that the conflicting signals from the societal system that
are causing confusion of interpretation for young persons should be checked.
CHAPTER ONE
INTRODUCTION
Background of the Study
The child’s first and foremost developmental process happens within the
content of the family. Family plays a major role in the development of a child,
where the parents and the significant others in the family play a major role in
nurturing the child. When a child is born, the child depends on parents or the
caregiver especially the mother for food sustenance and comfort. Thus, the
place of parents in the complex task of child rearing cannot be under
estimated. Whatever the child becomes in future, is tremendously dependent on
the kind of upbringing, orientation and achievement the child was exposed to in
all areas of life.
Achievement in all domains of life does not only excite an individual but
also engenders in individual an aspiration for success and further
accomplishments. Achievement is the level of performance attained by a learner
in a particular task (Karma, 2009). For instance, if at the end of a term a
student is able to pass all the subjects very well, the students has made an
achievement. Achievement was defined by Ukah (2008) as the progressive
realization of a predetermined and worthwhile goal. Ukah added that achievement
is not an event but a ‘journey’ that is ongoing. It is a continuous struggle to
achieve a set goal. It implies that achievement does not mean getting to the
top anyhow, rather it entails acquiring things in any upright way or manner.
Parents’ attitude towards
achievement affects the adolescents’ achievement in academic work. That is why
some adolescents try to reap where they did not sow. It is a problem, that is
why in recent WAEC result analysis, 47.64% and 30.99% of credit pass in the
year 2010 and 2011 respectively (WAEC 2010, 2011). In this study, achievement
is conceived as the attainment of a set goal in a right way. Hence, one’s
achievement orientation cannot be ignored in addressing one’s attainment in
life.
Orientation is very important in the life of every adolescent. In other
words, one’s constant effort to represent practically what one has learnt from
the background training given to the adolescent can be understood as
orientation. Orientation is an adjustment or adaptation to a new environment,
situation, custom, or set of ideas (Houghton, 2009). Orientation is the process
of familiarizing students with their new environment and introducing them to
the workings of the school as a social system (Ejionueme, 2010). It involves a
wide range of activities which help to acquaint the individual student with his
environment. There are different dimensions of orientation such as mastery
orientation and performance orientation. Orientation in this work connotes some
body’s background training that helps the person to have interest towards
struggling to achieve a set goal.
Achievement orientation is the standard that the individuals set that
influences their actions, reactions, and motivation for learning or
accomplishing a goal (Shim & Ryam, 2005). Achievement orientation involves
the attitudes and
behaviors individuals put up in pursuing a set goal. The question then includes
what attitude could define the attainment of a standard an individual sets for
oneself to conquer; how the individual goes about achieving life goals; the
process of achieving the goals. Shim and Rynam stressed that, a secondary
school student may aspire to be a medical doctor, reacts to that through hard
work, reading extensively until one achieves one’s heart desire. The standard
may be set by their parents and the children will take the action towards hard
work, which lead to positive motivation. In other words, the method through
which achievement goal will be attained should be carefully addressed because
it may affect their academic achievement either positively or negatively.
There are positive and negative achievement orientations. Students of
positive achievement oriented parents would always excel in their academic work
which according to Elliot and Harackiewicz (1996) leads to mastery towards the
achievement goal. This may eventually make their self-concept and academic
self-efficacy high. But students from parents who are negative achievement
oriented may always be dull in all their efforts which may lead to low
self-concept and low academic self-efficacy.
For achievement to take its shape, parents need to play a vital role in
the life activities of their children, especially the in-school adolescents.
Parenting is the process of promoting the physical, emotional, social, and
intellectual development of a child from infancy to adulthood (Wikipedia,
2013). Parental achievement orientation is the goals or level the parents have
attained, which.....
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