Parental Involvement, Peer Influence and Study Habit as Predictors of Academic Motivation among Senior Secondary School Students in Southwest Nigeria

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dc.contributor.authorAdewumi Adeoye ADEPOJU
dc.date.accessioned2026-01-22T11:08:31Z
dc.date.available2026-01-22T11:08:31Z
dc.date.issued2025-12
dc.description.abstractAcademic motivation plays a vital role in students’ learning outcomes and overall academic achievement. However, anecdotal evidence suggests that many public senior secondary school students in Southwest Nigeria exhibit low levels of academic motivation, which may negatively affect their engagement and performance. This study examined the impact of parental involvement, peer influence, and study habits on academic motivation among public senior secondary school students in Southwestern Nigeria. The study employed a descriptive research design. Four research questions were posed and answered, three hypotheses were formulated and answered. The population comprised 39,975 students from public senior secondary schools across the six states in Southwest Nigeria. Using a multi-stage sampling procedure, a total of 599 schools and 1,187 students were selected. Data were collected using a structured and adapted instrument titled Secondary School Students’ Academic Motivation Questionnaire (SSAMQ) (α = 0.985). Findings indicated that students reported a high level of academic motivation (x̄= 3.1). Parental involvement in students’ academic work was low (x̄= 2.48), there was a high level of peer influence (x̄= 2.86). Study planning was the most frequently practiced of the study habits (69.3%). Parental involvement, peer influence, and study habits jointly had a significant effect on academic motivation (Adjusted R² = 0.987; F(3, 948) = 24,985.816, p < 0.05). Peer influence (β = 0.870, t = 128.663, p < 0.05) and parental involvement (β = 0.309, t = 39.372, p < 0.05) were both significant individual predictors, with peer influence having the most potent positive effect. In contrast, study habits (β = -0.116, t = -10.979, p < 0.05) showed a negative relative influence. A significant gender difference was observed, with male students (x̄= 35.58) exhibiting higher academic motivation than their female counterparts (x̄= 24.93). In conclusion, academic motivation among senior secondary school students is shaped by a complex interplay of parental support, peer dynamics, and personal study habits. Fostering motivation requires a holistic approach that strengthens home-school collaboration, encourages healthy peer relationships, and promotes effective learning strategies. Educational stakeholders, including schools and policymakers, should implement sustainable programmes such as recognition programs for students, workshops on effective parenting for parents, and better channels of communication in a program that aims to maintain and enhance students’ motivation to learn. Keywords: Academic Motivation, Parental Involvement, Peer Influence, Study Habit. Word Count: 370
dc.identifier.citationkate Turabian
dc.identifier.otherP.hD
dc.identifier.urihttps://repository.lcu.edu.ng/handle/123456789/1230
dc.language.isoen
dc.publisherLead City University, Ibadan
dc.relation.ispartofseriesP.hD
dc.subjectAcademic Motivation
dc.subjectParental Involvement
dc.subjectPeer Influence
dc.subjectStudy Habit.
dc.titleParental Involvement, Peer Influence and Study Habit as Predictors of Academic Motivation among Senior Secondary School Students in Southwest Nigeria
dc.typeThesis

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