Psychological Factors and School Adjustment as Correlate of Academic Self-Efficacy among Secondary School Students in the Ibadan Metropolis

Abstract

 This study investigated the extent to which psychological factors (prior learning experience, self-esteem, teachers’ support, peer relationship, and school adjustment) and school adjustment predict academic self-efficacy among secondary school students in Ibadan Metropolis. The study employed a descriptive survey design. A multi-stage sampling technique was used to select participants across public secondary schools in Ibadan Metropolis. Standardized scales were administered to measure the independent variables (prior learning experience, self-esteem, teachers’ support, peer relationship, and school adjustment) and the dependent variable (academic self-efficacy). Results revealed significant positive correlations between academic self-efficacy and prior learning experience (r = .42, p < .05), self-esteem (r = .53, p < .05), teachers’ support (r = .48, p < .05), peer relationship (r = .39, p < .05), and school adjustment (r = .51, p < .05). The regression analysis showed that the predictor variables jointly accounted for 46% of the variance in academic self-efficacy (R² = .46, F(5, 344) = 58.72, p < .05). Self-esteem (β = .31, p < .05) and teachers’ support (β = .27, p < .05) made the strongest relative contributions, followed by school adjustment (β = .22, p < .05). Prior learning experience (β = .18, p < .05) and peer relationship (β = .15, p < .05) contributed moderately. Based on these findings, it is recommended that schools strengthen teacher–student support systems, introduce programs that boost students’ self-esteem, and promote peer mentoring to enhance school adjustment. Policymakers and educators should design interventions that reinforce positive prior learning experiences to build resilience and confidence in learning. Collectively, these measures can foster stronger academic self-efficacy and improve overall educational outcomes.