Psychological Constructs and Academic Performance at the National Open University of Nigeria: Counseling and Planning Implications
European Journal of Social Sciences
Adeniran Ogunsanya College of Education, Lagos, Nigeria; Federal College of Education (Special), Oyo, Nigeria
The recognition of the importance of distance education in providing students with the best and most up-to-date educational resources available in addition to the traditional teaching methods that they receive has led to rapid transformation of several traditional Universities from single mode to dual mode ones. With the growth and acceptance of distance education, it is important to ensure the success of students in the programme. This study therefore aimed at providing a causal explanation of distance learners' academic performance through the analysis of some students' psychological variables.The descriptive research design of the 'ex-post facto' type was adopted for the study. Simple random sampling technique was used to select 1500 participants while purposive sampling technique was adopted to select the National Open University of Nigeria. Data were collected through three validated and reliable questionnaires. Two research questions were raised and answered with the aid of multiple regression analysis. The three psychological variables had joint contribution of 15.6% to academic performance. The order of importance of these variables to the prediction of academic performance is self-regulation, self-efficacy and self-concept respectively. Only self-regulations made significant contribution to academic performance. Students should endeavour to inculcate good selfregulations skills.