Psychological Factors Influencing Academic Achievement among Secondary School Students in Shamva District of Mashonaland Central Province in Zimbabwe: A Recent Study
In the Shamva district, the study looked into the psychological aspects that influence secondary school adolescents’ academic achievement. The study’s design is ex-post-facto. The present study sample is made up of 300 people who were chosen at random and on their own. Two standardised measures were used to collect data: the “Psychological Factors Assessment Questionnaire” and the “Economic Achievement Test.” The dependability of the instruments was 0.91 and 0.86, respectively. Two hypotheses were developed for the inquiry. The acquired data was analysed using an independent t-test. The findings of the data analysis revealed that school fear has a genetic component. Achievement motivation, on the other hand, had no effect on children’s academic development. Based on the findings of this study, the researchers recommended that teachers, parents, counsellors, and school authorities be made aware of the existing link between self-concept, anxiety, achievement motivation, and focus of control and academic accomplishment. This would enable them to provide secondary school students, teachers, parents, school officials, and the community with better, more useful, and relevant educational, vocational, personal, and social services, as well as recognise and appreciate the presence of individual differences among students and how to best reinforce them.
Author (S) Details
Dr. Rittah Kasowe
Educational Studies, Zimbabwe Open University 209 Hay road Bindura, Zimbabwe.
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