The Relationship Among Attribution Pattern, Study Habit, and Academic Achievement of In-School Adolescents in Nigeria
DOI:
https://doi.org/10.57125/FED.2025.03.25.01Keywords:
attribution pattern, locus of control, learning habit, academic achievement, adolescentsAbstract
There are instances where students have access to good facilities, qualified teachers, and well-equipped laboratories, and their academic achievements and performances remain low. Of course, some factors rely on the students themselves and are responsible for poor academic achievement. Therefore, this study examined the relationship between attribution patterns, study habits, and academic achievement among in-school adolescents in Nigeria. Simple random sampling was employed to select fifty-four (54) schools, and six hundred and seventy-two (672) respondents were involved in the study. Two instruments were adopted for the study: Rotter’s I-E control scale and Bakare’s Study Habit Inventory (SHI). Also, the students’ Junior School Certificate Examination (JSCE) results are used to measure students’ academic achievement. Multiple Regression and Pearson Product Moment Correlation Coefficient analyses were used to analyse the data. The result of this study firmly established that the two independent variables (attribution pattern and study habit) and the moderator variables (gender) significantly predicted the academic achievement of secondary school students. The study confirmed that internal locus of control and desirable study habits indicate academic achievement. In contrast, external locus of control coupled with poor study habits is a pointer to low academic achievement. Since students’ perception of causality is essential, it is recommended that parents, educational psychologists and teachers should encourage internally oriented students and assist externally oriented students and those found to have undesirable study habits to make an effort to control and exert themselves more in their academic activities.
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