PSYCHOLOGICAL FACTORS INFLUENCING ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS IN SHAMVA DISTRICT OF MASHONALAND CENTRAL PROVINCE IN ZIMBABWE
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Title
PSYCHOLOGICAL FACTORS INFLUENCING ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS IN SHAMVA DISTRICT OF MASHONALAND CENTRAL PROVINCE IN ZIMBABWE
Creator
DR RITTAH KASOWE
Description
The study investigated psychological factors influencing academic achievement of secondary
school adolescents in Shamva district. The design for the study is ex-post-facto. The population
for the study is 300 participants who were independently and randomly selected. Two
standardized instrument tagged “Psychological Factors Assessment Questionnaire and
Economics Achievement test was used to collect data for the study. The reliability of the
instruments was 0.91and 0.86 respectively. Two hypotheses were formulated for the study. The
data collected were analysed with an independent t-test. The data analysis showed that school
phobia significantly influence academic achievement of students while achievement motivation
does not. Based on the findings of this study, the researchers recommended among others that,
teachers, parents, counsellors as well as the school authorities should be made to aware of the
existing relationship between self-concept, anxiety, achievement motivation, and focus of control
and academic achievement. This would enable them provide a better, useful and relevant
educational, vocational, personal and social services that will enable secondary school learners ,
teachers and parents and the school authorities and the community recognise and appreciate the
presence of individual differences, among students and how best to reinforce them in every
situation.
school adolescents in Shamva district. The design for the study is ex-post-facto. The population
for the study is 300 participants who were independently and randomly selected. Two
standardized instrument tagged “Psychological Factors Assessment Questionnaire and
Economics Achievement test was used to collect data for the study. The reliability of the
instruments was 0.91and 0.86 respectively. Two hypotheses were formulated for the study. The
data collected were analysed with an independent t-test. The data analysis showed that school
phobia significantly influence academic achievement of students while achievement motivation
does not. Based on the findings of this study, the researchers recommended among others that,
teachers, parents, counsellors as well as the school authorities should be made to aware of the
existing relationship between self-concept, anxiety, achievement motivation, and focus of control
and academic achievement. This would enable them provide a better, useful and relevant
educational, vocational, personal and social services that will enable secondary school learners ,
teachers and parents and the school authorities and the community recognise and appreciate the
presence of individual differences, among students and how best to reinforce them in every
situation.
Publisher
IJRDO - Journal Of Educational Research
Date
2018
Files
Collection
Citation
DR RITTAH KASOWE, “PSYCHOLOGICAL FACTORS INFLUENCING ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS IN SHAMVA DISTRICT OF MASHONALAND CENTRAL PROVINCE IN ZIMBABWE,” ZOU Institutional Repository, accessed July 6, 2025, https://ir.zou.ac.zw/items/show/157.
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