PSYCHO-EMOTIONAL FACTORS AS PREDICTORS OF ACADEMIC ADJUSTMENT OF HIGH ABILITY LEARNERS IN SECONDARY SCHOOLS IN THE SOUTH-WEST OF NIGERIA

Abstract

This study investigated the influence of four psycho-emotional variables (academic self-efficacy, academic self-concept, emotional intelligence, and locus of control) as predictors of academic adjustment among high ability learners in secondary schools in the South-west of Nigeria. A total of 165 respondents were selected from private and public secondary schools using a multistage sampling technique. Six instruments for data collection included: Slosson Intelligence Test, Academic Adjustment Scale, Academic Self-efficacy Scale, Academic Self-concept Scale, Emotional Intelligence Scale, and the Locus of Control Scale. Backward regression was used to identify the variables that contribute most to academic adjustment. The results revealed that there was a positive and significant correlation between the independent variables and academic adjustment of high ability learners. Academic self-efficacy has the highest contribution to academic adjustment (R = 0.538, p < 0.001). Academic self-efficacy was also identified as the most useful variable for predicting adjustment and it accounted for 29% of the variance in academic adjustment. Therefore, high ability learners should be encouraged to put in more effort to improve rather than rely on their innate ability alone as ability without effort can impede their maximum academic adjustment.