Personality Factors, Academic Emphasis, and StudentsLecturers' Relationship as Determinants of Undergraduates' Academic Achievement Goal Orientation: The Nigeria Experience

Ayodele, Kolawoleolanrewaju
2013 IOSR Journal of Humanities and Social Science  
The study examined the interrelationships among personality factors, academic emphasis, studentslecturers relationship and academic achievement orientation of Nigerian undergraduates in Southwest Nigeria. Three thousand four hundred and eighty-nine (3489) randomly selected undergraduates took part in the study. Four (4) valid and reliable instruments were used for data collection. These instruments are: The Big Five Inventory by John and Srivastava (1999); Achievement Goals Orientation Scale by
more » ... Was (2006) ; Academic Achievement Motivation Scale by Vallerandet al., (1992); and Student-Instructor Relationship Scale by Creasey, Jarvis, &Knapcik (2009) . Data analysis involved mean and standard deviation as descriptive statistics and multiple regression statistical analysis as inferential statistics. The results showed that the independent variables (personality factors, students-lecturers' relationship, & academic emphasis) accounted for 35.9% of the total variance in undergraduates' academic achievement goal (R = .404; Adj. R 2 = .359; F (1, 3486) = 19.507; P < .05). Also, students' personality was found to significantly influenced by academic emphasis of the school (Adj. R 2 = . 226, F (6, 3482) = 18726) while students-lecturers' relationship (Adj. R 2 = .311, F (7, 3481) = 21.788) and undergraduates' achievement goal orientation (Adj. R 2 = .103, F (6, 3483) = 16.174) were found to be influenced by personality factors. Findings of the study further indicated a significant influence of academic emphasis on undergraduates' achievement goal (Adj. R 2 = .177, F (1, 3487) = 12.963, P < .05), while students-lecturers' relationship was also found to influence students' achievement goal orientation significantly (Adj. R 2 = .159, F (3, 3485) = 16.174, P < .05). The study concluded that the accurate prediction of undergraduates' academic achievement through personality factors, students-lecturers relationships, and academic emphasis has important implications for education, and not just at the higher institution's level
doi:10.9790/0837-19110411 fatcat:e4ow6genljevhb2exady7ycj4a