PREDICTIVE POWER OF ACADEMIC SELF-EFFICACY ON ACADEMIC RESILIENCE AMONG SECONDARY SCHOOL STUDENTS

Abstract

Low level of resilience among secondary school students constitutes a major problem
leading to students’ attrition. The current study investigated the predictive power of
academic self-efficacy on academic resilience among secondary school students in
Nsukka Education Zone of Enugu State, Nigeria. Sample consisted of 1320 junior
secondary two (SSII) (637 male and 683 female) students who were drawn through
multi-stage sampling techniques, from 10 public coeducational secondary schools in
the area of study. Two instruments were used to collect data for the study; they are
Academic Risk and Resilience scale (ARRS) (Martin, 2013) and General Academic
Self-efficacy Scale (GASES). Data collected were analyzed using Pearson correlation
statistics to answer research questions and regression analysis to test hypotheses at
0.05 alpha levels. Result showed a significant positive predictive power of selfefficacy
on resilience. Gender revealed no significant moderating influence on the
predictive influence of self-efficacy on academic resilience. It was recommended
among others that attempts should be made by teachers and other education
stakeholders to build and sustain a strong sense of self-efficacy in students in order to
improve resilience among secondary school students.