INFLUENCE OF REFLECTIVE AND IMPULSIVE COGNITIVE STYLES ON ACADEMIC SELF-EFFICACY AMONG SENIOR SECONDARY STUDENTS IN KADUNA STATE, NIGERIA

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dc.contributor.authorABUBAKAR, Hassan
dc.date.accessioned2017-04-10T09:50:02Z
dc.date.available2017-04-10T09:50:02Z
dc.date.issued2016-04
dc.descriptionA DISSERTATION SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTERS DEGREE IN EDUCATIONAL PSYCHOLOGY IN THE DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELLING, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIAen_US
dc.description.abstractThis study investigated the influence of reflective and impulsive cognitive styles on academic self-efficacy among senior secondary students in Kaduna state, Nigeria. The ex-post factor research design was used for the study. The population of the study was 156,230 whereas 320 students were selected by means of multi-stage and proportionate stratified random sampling technique. The instruments used for the study were the reflective and impulsivity scale (RIS) and the academic self-efficacy scale (ASES). Data collected were analyzed using descriptive statistics such as frequency distribution, and percentages for bio-data analysis. To analyze the hypotheses, Pearson Product Moment Correlation and t-test statistics was used. The findings reveal that, significant relationship exist between students reflective and impulsive cognitive styles and academic self-efficacy among senior secondary students, with the impulsive students having a higher academic self-efficacy than the reflective students (p= 0.885) and ( p = 0.000). Another finding revealed that significant difference does not exist between male and female students on the influence of impulsive and reflective cognitive styles on academic self-efficacy among senior secondary students (p= 0.866) and (t= of 0.169).And that significant difference exist between male and female students on their academic self-efficacy with male students having significantly higher academic self-efficacy than the female students. (t = 1.148, p = 0.000)en_US
dc.identifier.urihttp://hdl.handle.net/123456789/8904
dc.language.isoenen_US
dc.subjectINFLUENCE,en_US
dc.subjectREFLECTIVE AND IMPULSIVE COGNITIVE STYLES,en_US
dc.subjectACADEMIC SELF-EFFICACY,en_US
dc.subjectSENIOR SECONDARY STUDENTS,en_US
dc.subjectKADUNA STATE,en_US
dc.subjectNIGERIAen_US
dc.titleINFLUENCE OF REFLECTIVE AND IMPULSIVE COGNITIVE STYLES ON ACADEMIC SELF-EFFICACY AMONG SENIOR SECONDARY STUDENTS IN KADUNA STATE, NIGERIAen_US
dc.typeThesisen_US
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