Psycho-Socio Variables as Correlates of Junior Secondary School Students’ Self Efficacy in Social Studies in Southwestern, Nigeria

Abstract

The study sought to establish the level of relationship between students’ self-efficacy in Social Studies and eight predictor variables (State, school location, school type, parent education, number of sibling per parent, family income and gender), it equally determined the combined contributions of the eight predictor variables to Social Studies self-efficacy and determined the individual contribution of each of the eight predictor variables to Social Studies self-efficacy. This was with a view of determining students’ future ability in Social Studies.  The study is a descriptive research of the correlational type.  The population for the study comprises of all Junior Secondary School Students in Southwestern, Nigeria.  The sample consisted of 600 JSS 3 students drawn from six geographical zones in Southwestern, Nigeria using stratified sampling technique. An instrument titled “Social Studies Self-Efficacy Scale” (SSSES) was used to collect data.  Three research questions were raised and answered.  Multiple Regression Analysis was employed in analyzing the results.  The results showed that all the identified eight psycho-socio variables with the exemption of state, have no significant relationship with students’ self-efficacy in Social Studies.  Based on the above findings, the study recommended that teachers should design evaluation model that will encourage better performance in learners in order to bring about their self-efficacy.

Keywords: psycho-socio variables, students’ self-efficacy, Social Studies