Academic Self-Efficacy as a Determinant of the Need for Cognition, Parental Involvement, and Extraversion among Secondary School Students in Oyo State, Nigeria


  • Titilayo Adeoye Ajadi Department of Science and Technology Education University of Ibadan-Nigeria


This study investigated the need for cognition, parental involvement, and
extraversion as factors determining academic self-efficacy among secondary
school students in Oyo State, Nigeria. It adopted a correlational type of the
descriptive research design. The study used a total sample of 300 secondary
school students who were chosen based on a multistage sampling technique.
Data were collected by means of a questionnaire focusing on the following
variables (Need for Cognition r=0.84; Parental Involvement r=0.83;
Extraversion r=0.86; and Self-Efficacy r=0.87). Data were analysed using
Pearson Product Moment Correlation Coefficient and Multiple Regression.
The results revealed that the need for cognition (r=.804), and parental
involvement (r=.788) had a strong positive correlation with academic
self-efficacy while extraversion had a weak correlation with academic
self-efficacy (r=-.203). Parental involvement was the most potent out
of the predictor variables (β=.478), followed by the need for cognition
(β=.365). Extraversion made a negative contribution to the predictor of
academic self-efficacy (β=-.245). Regression analysis revealed that the
three independent variables (need for cognition, parental involvement, and
extraversion) jointly accounted for 55.2% (Adjusted R2=.552) variation
in the prediction of self-efficacy. The study recommends that school
counsellors should counsel students on the need to develop higher academic
self-efficacy in order to bring about excellent results in their academics.
Keywords: need for cognition, parental involvement, extraversion,
academic self-efficacy