Achievement Motivation and Academic Confidence among Undergraduates in Computer-Related Programmes at Lead City University, Ibadan
Year: 2024
Type: article
Abstract: Student learning outcomes in higher education are shaped not only by intellectual ability but also by psychological constructs such as academic confidence and achievement motivation. Academic confidence reflects students’ belief in their capacity to perform academic tasks, while achievement motivation refers to the drive to set and pursue academic goals. This gap is significant given the unique challenges facing computing students, including demanding curricula, infrastructural constraints, and shifting societal perceptions of the value of computing skills. The present study investigated the levels of academic confidence and achievement motivation, and examined their relationship, among undergraduates in computer-related programmes at Lead City University, Ibadan. A descriptive correlational survey design was adopted, and data were collected from 101 undergraduates using two standardised instruments. Data were analysed using descriptive statistics and Pearson Product-Moment Correlation at the 0.05 significance level. Findings revealed that students exhibited a moderate level of academic confidence, particularly in classroom-based interactions, but reported low confidence in independent study and help-seeking. Achievement motivation was relatively high, driven by strong aspirations for excellence, though some tendencies toward procrastination were observed. A positive but weak correlation (r = .188, p < .001) was found between achievement motivation and academic confidence. The study concludes that achievement motivation contributes to academic confidence, though contextual factors moderate this relationship. It contributes to knowledge by providing discipline-specific, Nigerian-based evidence that can inform targeted pedagogical, counselling, and institutional interventions aimed at enhancing student engagement and performance in computer-related programmes.
Author: Sabina Nwakaego Obi
Institution: Bingham University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7083072043
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