RELATIONSHIPS AMONG CAUSAL ATTRIBUTIONS, SELFCONCEPT, PERSONALITY AND ACADEMIC ATTAINMENT AMONG COLLEGES OF EDUCATION STUDENTS IN NORTHWESTERN NIGERIA

Simple item page
dc.contributor.authorSAMBO, Aminu
dc.date.accessioned2014-03-14T08:51:51Z
dc.date.available2014-03-14T08:51:51Z
dc.date.issued2011-12
dc.descriptionA dissertation submitted to the Postgraduate School, Ahmadu Bello University, Zaria in partial fulfillment for the requirements of the award of Ph.D in Educational Psychology, Department of Educational Psychology and Counselling, Faculty of Education.en_US
dc.description.abstractThis study investigated the relationships among causal attributions, self- concept, personality, and academic attainment amongst Colleges of Education students in north- west of Nigeria. Basically, the study was designed to examine how the said variables affect students in learning situation. Academic Causal Attributions Scale (ACAS), Eysenck Personality Inventory (EPI) and Self- concept as a Learner Scale (SCAL) questionnaires were administered to 389 students (300 level) drawn from eight Colleges of Education in the north- western Nigeria. Furthermore, the students’ cumulative grades per average (CGPA) were used as measures of academic attainment. Pearson Product Moment Correlation and t-test were employed to determine the degree of relationships and differences in order to test the hypotheses. Thus, the major findings of the results revealed that neuroticism has inverse relationship with academic attainment of student but students’ level of causal attributions of success and failure have significant influence on their level of Self- concept. Science students on the other hand have high personality scores than their Arts (students) counterpart. Moreover, students’ academic attainment is significantly influenced by their level of self- concept; therefore, self- concept is an important factor in predicting academic success of students; parental levels of education do not influence the academic attainment of students. The study further recommends that teachers should minimize punishment for failure as students’ performance could be improved by encouraging them to put more efforts in their studies. The self- concept of students should be improved in order to create good atmosphere for learning; students should be encouraged to persist in academic task teachers should help them establish a sincere belief that they are competent and that occasional imperfections or failures are the result of some other factor (such as bad luck or a lack of sufficient effort) that need not be present on future occasions. Similarly, students should not be judged or evaluated on the basis of their personality but on the basis of their effort. The study also made recommendation for further research in the area using other variables.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/3928
dc.language.isoenen_US
dc.subjectRELATIONSHIP,en_US
dc.subjectCAUSAL ATTRIBUTIONS,en_US
dc.subjectSELFCONCEPT,en_US
dc.subjectPERSONALITY,en_US
dc.subjectACADEMIC,en_US
dc.subjectATTAINMENT,en_US
dc.subjectCOLLEGES OF EDUCATION,en_US
dc.subjectSTUDENTS,en_US
dc.subjectNORTHWESTERN,en_US
dc.subjectNIGERIAen_US
dc.titleRELATIONSHIPS AMONG CAUSAL ATTRIBUTIONS, SELFCONCEPT, PERSONALITY AND ACADEMIC ATTAINMENT AMONG COLLEGES OF EDUCATION STUDENTS IN NORTHWESTERN NIGERIAen_US
dc.typeThesisen_US
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
RELATIONSHIPS AMONG CAUSAL ATTRIBUTIONS, SELF-CONCEPT, PERSONALITY AND ACADEMIC ATTAINMENT AMONG COLLEGES OF EDUCATION STUDENTS IN NORTH-WESTERN NIGERIA.pdf
Size:
3.63 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.58 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
EDUCATION