ACADEMIC SELF-CONCEPT AND SCHOOL CLIMATE AS PREDICTORS OF ACADEMIC IDENTIFICATION AMONG SECONDARY SCHOOL STUDENTS IN ABEOKUTA SOUTH, OGUN STATE
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ACADEMIC SELF-CONCEPT AND SCHOOL CLIMATE AS PREDICTORS OF ACADEMIC IDENTIFICATION AMONG SECONDARY SCHOOL STUDENTS IN ABEOKUTA SOUTH, OGUN STATE

Siwoniku, Mayowa Folashade; Olutosin, Akanni Olubukola; Oluwatomi Modupeola
MAU INTERNATIONAL JOURNAL OF EDUCATIONAL FOUNDATIONS 2026 Vol. 2 pp. (1A):240-252
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folashade2026academic

Abstract

This study examined academic self-concept and school climate as predictors of academic identification among secondary school students in Abeokuta South, Ogun State. A descriptive survey research design was employed to examine the relationships among the variable. A descriptive survey research design was employed to examine the relationships among the variables. A sample of 400 students was selected from 20 secondary schools using simple random sampling technique. The Research instrument titled “Questionnaire on Academic Self-Concept, School Climate and Academic Identification” with reliability indices of 0.81, 0.77, and 0.75 for academic self-concept, school climate, and academic identification, respectively, was used for data collection. The data collected were analyzed using mean and Multiple Regression. The findings revealed that students’ level of academic identification was high, and that academic self-concept and school climate were significantly associated with academic identification. This means that academic self-concept and school climate should be considered in efforts to promote students’ academic identification. It was recommended that school administrators and teachers establish methods to foster academic self-concept through appropriate feedback and academic recognition, thereby strengthening students’ academic ability and confidence.  

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DOI:
10.64290/mauijef.v2i1.40
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https://doi.org/10.64290/mauijef.v2i1.40

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