INFLUENCE OF NEED FOR ACHIEVEMENT AND PEER INFLUENCE ON PRONENESS TO LEARNING AMONG SECONDARY SCHOOL STUDENTS
- Project Research
- 1-5 Chapters
- Quantitative
- Chi-Square
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
BACKGROUND OF THE STUDY
When it comes to accomplishing one's goals in life, one of the most important factors is an individual's level of motivation. The term "need for accomplishment" refers to this particular form of drive. It is a mix of vitality, resolution, and a sense of passion that inspires one to endure in order to gain greater heights, and this is true whether it is in their personal life or in their professional lives. The impetus might come from either within or without. This choice is made by the individual regardless of the possibilities or the consequences. The determinants of academic inclusion that enhance a student's need for success fluctuate as the student ages and reaches a greater degree of maturity, just as other areas of life are prone to change at various points throughout one's lifetime. In addition, the successful completion of one target paves the way for the successful completion of a subsequent objective. As a result, having sufficient motivation is a constant necessity with a variety of affects and sensitivity to the demands of academic work (Anierobi, Nwikpo, Okeke, & Unachukwu, 2018).
In addition, students in secondary school are connected to a variety of peer groups and are encouraged to identify with these groups by engaging in group activities. This helps students avoid being rejected by their peers. As a direct result of this, peer groups have evolved into a significant source of influence for adolescents. In today's modern world, having close relationships with one's peers has become an increasingly important component in determining how adolescents spend their time. The rise of modern technology has led to a greater gap between the ages of students in schools, employees in the workforce, and members of the general public. The amount of time that an adolescent invests in their relationships with their friends will be an important factor in the development of the teen into an adult (Gulati, 2017).
According to Hamm et al., which was quoted in Anierobi, Nwikpo, Okeke, & Unachukwu, (2018), "for many students, friendships offer an essential interpersonal vehicle for psychological growth and maturation." Friendships provide social compassion, which in turn fosters the development of self-evaluation. As the above line implies, the influence that one's circle of friends has on an adolescent growth and development cannot be compared to anything else. An effect like this could be seen in the social and emotional lives of young people, which is not limited to the aforementioned, but could also manifest in their attitude toward educational activities, and careful consideration of these factors has revealed that they have an impact on students' academic performance.
Peer group, on the other hand, was characterized by Foster (2016) as being a small group of close friends of comparable age who share the same interests. Peer group, in its most beneficial form, functions as a healthy coming-of-age intermediate that enables children to gain skills in negotiating, learn to cope with challenges, and find solutions to problems in a social context. Peer group can also function as a positive role model; for instance, if one is associated with a group of people who are ambitious and working hard to achieve high academic objectives, he or she may feel driven to do the same in order to avoid being left out of the group. Peer group can also function as a negative role model; for instance, if one is associated with a group of people who are lazy and not working hard to achieve high academic objectives.
Importantly, a negative peer influence might be viewed as one of the militating causes behind the majority of students' need for achievement and proneness to learning; the explanation for this is obvious: they spend a great deal of time on extracurricular activities. The reason for this is fairly straightforward: these students devote a significant amount of their time to activities outside of the classroom (Foster 2016). Academic priorities are ignored the majority of the time, which leads to a significant decrease in their propensity to learn, which in turn has an effect on academic success. The purpose of this study is to investigate this further.
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