RELATIONSHIP AMONG ACADEMIC STRESS, MOTIVATION AND ACADEMIC ACHIEVEMENT OF NCE STUDENTS OF FCT COLLEGE OF EDUCATION, ZUBA, NIGERIA

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dc.contributor.authorYAKUBU, Danlami Jeremiah
dc.date.accessioned2019-10-04T15:36:02Z
dc.date.available2019-10-04T15:36:02Z
dc.date.issued2019-05
dc.descriptionA DISSERTATION SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER OF EDUCATION IN EDUCATIONAL PSYCHOLOGY DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELING, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIAen_US
dc.description.abstractThis study investigated the relationship among academic stress, motivation and academic achievement of NCE students of FCT College of Education in Abuja. Related literature were reviewed to address conceptual and theoretical framework as well as empirical studies. Correlational design was adopted in the study. A total sample of 313 students were proportionately selected for the study. Academic Stress Scale adopted from Yumba (2008), Academic Motivation Scale adapted fromVallerand, Pelletier, Blais, Briere, Senecal, and Vallieres, (1992), were used as instruments for data collection andstudents‘ CGPA. Mean andStandard Deviation were used to answer the research questions while Pearson Product Moment Correlation was used to test the null hypotheses at 0.05 level of significance. Result of the study revealed that significant relationship exist between academic stress and intrinsic motivation among NCE students (r=-0.763, P=0.001). Academic stress was found to have significant relationship with extrinsic motivation (r=-0.631, P=0.002).Significant relationship was found between academic stress and academic achievement (r=-0.954, P=0.000).Significant relationship exist between intrinsic motivation and academic achievement (r=-0.945, P=0.011).Finally, significant relationship was found between extrinsic motivation and academic achievement among NCE students (r=0.996, P=0.000). It was recommended among others that lecturers should employ teaching styles that provides students with opportunities to make choices and have some degree of control over their learning; this would reduce stress and raise students‘ level of motivation for greater academic achievement.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/12109
dc.language.isoenen_US
dc.subjectRELATIONSHIP,en_US
dc.subjectACADEMIC STRESS,en_US
dc.subjectMOTIVATION,en_US
dc.subjectACADEMIC ACHIEVEMENT,en_US
dc.subjectNCE STUDENTS,en_US
dc.subjectFCT COLLEGE OF EDUCATION,en_US
dc.subjectZUBA,en_US
dc.subjectNIGERIAen_US
dc.titleRELATIONSHIP AMONG ACADEMIC STRESS, MOTIVATION AND ACADEMIC ACHIEVEMENT OF NCE STUDENTS OF FCT COLLEGE OF EDUCATION, ZUBA, NIGERIAen_US
dc.typeThesisen_US
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