Relationship between Social Behaviour and Academic Motivation among Undergraduates of Faculty of Education Ahmadu Bello University, Zaria
DOI:
https://doi.org/10.70886/ujer.24121.005Keywords:
Social Behaviour, Pro-Social Behaviour, Anti-Social Behaviour, Academic MotivationAbstract
This study examined the relationship between social behaviour and academic motivation among undergraduates of the Faculty of Education, Ahmadu Bello University, Zaria, Kaduna state, Nigeria. The study was guided by two objectives and two corresponding null hypotheses. Correlational survey design was employed. The population comprised 300 level undergraduates of Faculty of Education, Ahmadu Bello University, Zaria, with a total of 2,629 as at 2021/2022 academic session, while the sample consisted of 346 respondents. Data were collected using two instruments: School Social Behaviour Scale (SBSS) and Academic Motivation Scale (AMS). Both the instrument were adapted and were measured on a 5-point Likert scale with internal consistency reliability coefficient of 0.861 and 0.704 respectively. Data collected were analysed using Pearson Product Moment Correlation Coefficient. The findings of the study revealed that undergraduates of the Faculty of Education have high level of academic motivation as indicated by their mean score. There was significant positive relationship between pro-social behaviour and academic motivation r = .745 and p = .001, a significant negative relationship between anti-social behaviour and academic motivation r = - .674 and p = 0.002. The researchers recommended that educational psychologists, counsellors, lecturers and parents should encourage students to enhance academic motivation by creating a positive and supportive learning environment. Also, students should be taught and encouraged on how to practice pro-social behaviour by fostering positive relationships with peers and teachers, and promoting intrinsic motivation since it boosts academic motivation and plays a critical role in discouraging anti-social behaviour since it is having negative relationship on academic motivation.
References
Adeleke, O. A. & Adeleke, O. (2021). Relationship between anti-social behaviour and motivation on students’ academic performance in Odogbolu local government area, Ogun state, Nigeria: Implications for the Teacher. Unpublished Thesis.
Alharthi, M. (2020). Students’ attitudes toward the use of technology in online courses. International Journal of Technology in Education (IJTE), 3(1), 14 – 23. doi.org/10.46328/ijte.v3i1.18.
Altakhyneh, B. H. & Abumusa, M. (2020). Attitudes of university students towards STEM approach. International Journal of Technology in Education (IJTE), 3(1), 39-48. doi.org/10.46328/ijte.v3i1.16.
Arnold, I. J. M. & Rowaan, W. (2014). First-year study success in economics and econometrics: the role of gender, motivation, and math skills. The Journal of Economic Education, 45(1), 25 – 35. doi:10.1080/00220485.2014.859957.
Berestova, A., Burdina, G., Lobuteva, L., & Lobuteva, A. (2022). Academic motivation of university students and the factors that influence it in an e-learning environment. The Electronic Journal of e-Learning, 20(2), pp. 201 – 210.
Berger, N. & Archer, J. (2020). Understanding the psycho-social dimensions of schools and classrooms. DOI: 10.1093/OBO/9780199756810-0266.
Bhandari, P. (2021). Correlational research: When & how to use. Retrieved from https://www.scribbr.com/methodology/correlational-research/
Brazzelli, E., Pepe, A., & Grazzani, I. (2022). Pro-social behaviour in toddlerhood: the contribution of emotion knowledge, theory of mind, and language ability. Frontiers in Psychology, 13, 897812. https://doi.org/10.3389/fpsyg.2022.897812.
Cayvaz, A., Akcay, H., & Kapici, H.O. (2020). Comparison of simulation-based and textbook-based instructions on middle school students’ achievement, inquiry skills and attitude. International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(1), 34-43. doi.org/10.46328/ijemst.v8i1.758.
DeWit-DeVisser, B., Rijckmans, M., Vermunt, J. K., & van Dam, A. (2023). Pathways to antisocial behaviour: A framework to improve diagnostics and tailor therapeutic interventions. doi.org/10.3389/fpsyg.2023.993090.
Dörnyei, Z. (2020). Innovations and challenges in language learning motivation. New York, NY: Routledge.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. Doi.org/10.1146/annurev.psych.53.100901.135153.
Finogenow, M. (2017). Need for achievement. In: Zeigler-Hill, V., Shackelford, T. (eds) Encyclopaedia of Personality and Individual Differences. Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_537-1.
Girma, H., Hassen, A., & Garuma, D. (2019). Adolescents’ antisocial behaviour and their academic performance: The case of high schools in Jimma Town. International Journal of Multicultural and Multi-religious Understanding.
Gomes, A. M., Martins, C. M., Farinha, M., Silva, B., Ferreira, E., Caldas, A. C., & Brandao, T. (2020). Bullying’s negative effect on academic achievement. International Journal of Educational Psychology, 9(3), 243 – 268. DOI: 10.17583/ijep.2020.4812.
Greenberg, M. T. (2023). Evidence for social and emotional learning in schools. learning policy institute. Retrieved from: https://learningpolicyinstitute.org/product/evidence-socialemotionallearningschoolsbrief.
Hiver, P., & Al-Hoorie, A. H. (2020). Re-examining the role of vision in second language motivation: a preregistered conceptual replication of You, Dörnyei, and Csizér (2016). Lang. Learn. 70, 48–102. DOI: 10.1111/lang.12371.
Hulleman, C. S., Kosovich, J. J., Barron, K. E., & Daniel, D. B. (2017). Making connections: Replicating and extending the utility value intervention in the classroom. Journal of Educational Psychology, 109(3), 387 – 404. https://doi.org/10.1037/edu0000146.
Kotera, Y., Conway, E. & Green, P. (2020). Construction and factorial validation of a short version of the Academic Motivation Scale (SAMS). British Journal of Guidance and Counselling.
Merrell, K. W. (2002). Preschool and Kindergarten Behaviour Scales. 2nd Edition, Austin, TX: PRO-ED.
Meyer, D. K. (2014). Situating emotions in classroom practices. In R. Pekrun & L. Linnenbrink-Garcia (Eds.). International Handbook of Emotions in Education (pp. 458–472). Routledge/Taylor & Francis Group.
Muhammed, S. A., Olayiwola-Adedoja, T. O., & Iretor-Oscar, O. (2021). Impact of academic goal setting on students’ motivation for learning in University of Ilorin. Retrieved from: https://uilspace.unilorin.edu.ng/handle/20.500.12484/6981.
Noyens, D., Donche, V., Coertjens, L., Van-Daal, T., & Van-Petegem, P. (2018). The directional links between students’ academic motivation and social integration during the first year of higher education. European Journal of Psychology of Education, 10, 10 – 17. DOI: 10.1007/s10212-017-0365-6.
Peng. C. (2021). The academic motivation and engagement of students in english as a foreign language classes: Does teacher praise matter? Front. Psychol., 12, 778174. DOI: 10.3389/fpsyg.2021.778174.
Research Advisors (2006). Sample size table. Retrieved from https://www.research-advisors.com/tools/SampleSize.htm.
Samara, M. DaSilva-Nascimento, B., El-Asam, A., Hammuda, S., Khattab, N. (2021). How can bullying victimisation lead to lower academic achievement? A systematic review and meta-analysis of the mediating role of cognitive-motivational factors. Int. J. Environ. Res. Public Health 2021, 18, 2209. doi.org/10.3390/ ijerph18052209.
Scheel, M. J., Madabhushi, S., & Backhaus, A. (2009). The academic motivation of at-risk students in a counselling prevention program. The Counselling Psychologist, 37(8), 1147 – 1178. doi.org/10.1177/0011000009338495.
Skues, J. L., Cunningham, E. G., & Pokharel, T. (2005). The influence of bullying behaviours on sense of school connectedness, motivation and self-esteem. Australian Journal of Guidance and Counselling, 15(1), 17 – 26. doi:10.1375/ajgc.15.1.17.
Tella, A. (2007). The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria. Eurasia Journal of Mathematics, Science and Technology Education, 3(2), 149 – 156. doi:10.12973/ejmste/75390.
UNESCO (2021). The psychosocial school environment. UNESCO international institute for educational planning: Social barriers to education/ health and education. Retrieved from: https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/the psychosocial-school-environment.
Wigfield, A., Lutz, S. L., & Wagner, A. L. (2005). Early adolescents’ development across the middle school years: Implications for school counsellors. Professional School Counselling, 9(2), 112 – 119. https://doi.org/10.5330/prsc.9.2.2484n0j255vpm302.
Young-Jones, A., Fursa, S., Byrket, J.S., & Sly, J.S. (2015). Bullying affects more than feelings: The long-term implications of victimization on academic motivation in higher education. Soc Psychol Educ 18, 185–200. Doi.org/10.1007/s11218-014-9287-1.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166 – 183. doi.10.3102/0002831207312909.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
UMYU Journal of Educational Research recognizes the importance of protecting authors’ intellectual property while promoting the free exchange of scientific knowledge. The journal adopts a copyright-retention model that empowers authors to maintain ownership of their work while granting the journal rights necessary for publication and dissemination.
1. Copyright Ownership
Authors publishing with UMYU Journal of Educational Research retain full copyright and publishing rights to their work. By submitting a manuscript, authors agree to grant the journal a non-exclusive license to publish, reproduce, distribute, and archive the article in all forms and media for the purpose of scholarly communication.
2. Licensing Terms
All articles are published under the Creative Commons Attribution–NonCommercial (CC BY-NC) license.
This license permits others to:
- Share - copy and redistribute the material in any medium or format.
- Adapt - remix, transform, and build upon the material.
- For non-commercial purposes only, provided that proper credit is given to the original author(s) and UMYU Journal of Educational Research as the source, a link to the license is provided, and any modifications are clearly indicated.
Commercial reuse or distribution of the content requires written permission from both the author and the editorial office.
3. Author Rights
Authors are free to:
- Deposit all versions of their manuscript (preprint, accepted version, and published version) in institutional, disciplinary, or public repositories without embargo.
- Use and distribute their published article for non-commercial scholarly purposes, including teaching, conference presentations, and research sharing.
- Include their work in future books, theses, or compilations, provided proper citation to the journal is made.
4. Publisher’s Rights
Upon publication, UMYU Journal of Educational Research retains the right to:
- Host, index, and disseminate the article through the journal’s website and partner databases.
- Archive the content in long-term preservation systems such as the PKP Preservation Network (PKP-PN) and the Umaru Musa Yar’adua University Institutional Repository.
5. Attribution and Citation
Users must give appropriate credit to the author(s), include a link to the article’s DOI or the journal webpage, and indicate if changes were made. Proper citation is required whenever the work is reused or referenced.
6. License Reference
For detailed terms of use, please refer to the Creative Commons Attribution–NonCommercial 4.0 International License (CC BY-NC 4.0):
https://creativecommons.org/licenses/by-nc/4.0/
