Self-Regulated learning : a correlate of achievement motivation among senior secondary school adolescents in Nigeria

Abstract

Transition to senior high school introduces students to heightened academic expectations, requiring the formulation of effective strategies for achievement. This research investigates self-regulated learning (SRL) practices and achievement motivation among Senior Secondary School adolescents in Nigeria, using a descriptive survey design on sample of 400 secondary students selected through simple random and stratified sampling methods. Data were collected via the “Self-Regulated Learning and Achievement Motivation Questionnaire” (SRLAMQ). Data were analysed using percentages, means, rank order and Pearson’s Product Moment Correlation. Findings indicated a significant achievement motivation level, with an aggregate mean score of 3.22 and a moderate positive correlation between SRL habits and achievement motivation (r = 0.307, p < 0.05). Notably, gender differences emerged, with females showing a stronger correlation (r = 0.344) compared to males (r = 0.246). Age analysis revealed significant relationships for students aged 14–17 years (r = 0.352) and 18 years and older (r = 0.369), while no significant relationship was noted for ages 10–13 years. There were also positive correlations between SRL practices and achievement motivation based on school types. The study advocates for targeted interventions to enhance SRL practices among adolescents in Nigeria and a qualitative investigation into the gender differences noted.