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Self-Regulated Learning: A Correlate of Achievement Motivation among Senior Secondary School Adolescents in Nigeria

Shuaib Abolakale Muhammed

Centre for Evaluation and Assessment, Department of Science Mathematics and Technology Education, Faculty of Education, University of Pretoria, Pretoria, Gauteng, South Africa.

ORCID: https://orcid.org/0000-0002-9820-7194

Margaret Funke Omidire

Department of Educational Psychology, Faculty of Education, University of Pretoria, Pretoria, Gauteng, South Africa

ORCID:  https://orcid.org/0000-0002-5784-7734  

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.

Keywords: Higher education dialogue; inclusive opportunities; participatory approaches; productive disruption; ubuntu; ukama

How to cite this article: Muhammed, S.A., & Omidire, M.F. (2025). Self-Regulated Learning: A Correlate of Achievement Motivation among Senior Secondary School Adolescents in Nigeria. African Perspectives of Research in Teaching and Learning, 9(8), 1166-1178.

DOI: https://doi.org/10.70875/v9i8article7