Self-concept, Test Anxiety and Achievement Motivation as-Predictors of Academic Achievement in Physics among Secondary School Students in Rivers State, Nigeria

Abstract

This study was conducted to ascertain the extent self concept, test anxiety and achievement motivation jointly, and independently predict secondary school students academic achievement in Physics in Port Harcourt Local Government Area of Rivers State.  Population for the study comprised all the senior secondary class two (SSS 2) Physics students.  The sample for the study was made up of 254 SSS 2 Physics students which comprised 144 male and 110 female students drawn from four secondary schools through simple random sampling and stratified random sampling techniques.  The instrument for the study was Self-concept, Test Anxiety and Achievement Motivation as Predictors of Secondary School Students Academic Achievement Instrument (STAAMPSSAAI) and the reliability co-efficient were determined through Cronbach Alpha as 0.64, 0.75 and 0.62 respectively.  Two research questions were answered while two hypotheses were tested.  The results were that self-concept, test anxiety and achievement motivation jointly and independently significantly predicted secondary school students’ academic achievement in physics.  The predictions of test anxiety on students academic achievement in physics was the highest and negative.  Some recommendations were made among which were that teachers should help students to have positive self-concept and also help them to reduce test anxiety.

Keywords:  Self-concept, test anxiety, achievement motivation, stress, eustress.