Academic Self-Concept and Learning Motivation Among Junior Secondary School Students in Obio/Akpor Local Government Area of Rivers State

Abstract

This study examines the effect of academic self-concept on learning motivation among junior secondary school students in Obio/Akpor Local Government Area of Rivers State. Grounded in achievement motivation theory and social cognitive theory the study used a descriptive survey research design, targeting Junior Secondary School Students. Data were collected using a structured questionnaire developed from validated motivational and learning scales. A total of 162 properly completed questionnaires were used for analysis. Descriptive statistics and inferential tools, including Pearson correlation and regression analyses, were employed. Findings revealed that self-evaluation has a significant positive relationship with learning motivation Academic confidence was also found to be a strong predictor of learning motivation effort and performance. Furthermore, level of competence significantly enhanced students’ self regulated learning, while academic self-concept showed a meaningful relationship with motivation and academic outcomes. The results underscore the importance of fostering supportive learning environments that promote autonomy, competence, and constructive feedback. The study concludes that motivational variables play a critical role in enhancing students’ learning experiences and academic success. It recommends that educators and educational institutions implement instructional strategies that strengthen students’ self-beliefs and encourage intrinsic motivation that provide timely, meaningful feedback to improve overall academic performance.