RELATIONSHIP AMONG SELF-CONCEPT, CAUSAL ATTRIBUTION AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN ZARIA METROPOLIS, KADUNA STATE, NIGERIA
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ABSTRACT
This study examined the relationship among self concept, causal attribution and academic performance of secondary school students in Zaria metropolis, Kaduna state Nigeria. A correlational research design was used in carrying out this study. The population of the study was 4652 students, and the sample size for the study consists of 357 students drawn from four randomly selected schools through cluster sampling techniques. Two instruments which were related to the variables of the study (self -concept and causal attribution questionnaire) comprising of 20 items and 40 items respectively were used to collect data for the study. Academic performance of students’ was measured using 50 test items in English and 50 items in mathematics. Seven null hypotheses were formulated and tested at 0.05 alpha level of significance. The data collected were subjected to statistical analysis using Pearson Product Moment Correlation (r) and t-test in finding the difference in the study. The findings show that there is significant relationship between self-concept in English Language and academic performance of students with r=.773 and p=.000. There is significant relationship between Math and academic performance with r=.634 and p=.000. The finding also shows that significant relationship exist between academic self-concept and academic causal attribution among secondary school students in Zaria metropolis (r=.811 and p= .002), there is significant relationship between causal attribution (internal success) and academic performance of students with r = .641 (p= .002) and there is significant inverse relationship between causal attribution (internal failure) and academic performance of students with r = - .631 (p = .000). The finding also shows that there is significant difference between male and female students in their self-concept in English Language with t= 4.26 and p=.000 while no significant difference was found in students self-concept in Mathematics with t=1.66 and p=.083. The result also shows that there is no significant difference between male and female in their causal attribution (internal success) with t=1.96 and p=.051.respectively. It is recommended that psychologist and counselors should train students to put more effort in their learning activities in order to develop positive self concept and protect their self image in academic activities. It is also recommended that educational psychologists and counselors should train students to attribute their academic success and failure to internal factors rather than external ones so as to enhance their academic performance.
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