Perceived Self-Efficacy, Academic Self-Regulation and Emotional Intelligence as Predictors of Academic Performance in Junior Secondary Schools

Abstract

The study examined the composite and relative contributions of perceived self-efficacy, academic selfregulation and emotional intelligence to the prediction of academic performance among junior secondary schools three students. The sample consisted of 500 male and female junior secondary school three students from ten public co-educational secondary schools in Abeokuta South Local Government of Ogun State, Nigeria. Four research instruments: General perceived self-efficacy scale (GSE); Academic self- Regulation
Scale (SRQ)-A), Emotional Intelligence Scale (EIS) and Academic Performance Test (APT) were used to collect data. The stepwise multiple regression analysis was used for data analysis. Results indicated that academic self-regulation, emotional intelligence and perceived self efficacy together significantly predicted students academic performance. Out of the three however, self-efficacy was the most potent predictor of the students academic performance, emotional intelligence was the next while academic self-regulation
closely followed in the third position. It was recommended among others that counseling sessions and training programmes in self-efficacy, academic self-regulation and emotional intelligence should be organized for students from time to time and government should equip school counselors and teachers to be able to handle this.

Keywords: Perceived Self-Efficacy; Academic Self-Regulation; Emotional Intelligence; Academic Performance

International Journal of Educational Research Vol. 4 (1) 2008: pp. 81-89