Academic Motivation, Satisfaction, and Resilience as Predictors of Secondary School Students’ Academic Confidence in Ogun State, Nigeria

This paper examined the influence of academic motivation, satisfaction, and resilience secondary school students’ academic confidence in Ogun State, Nigeria, with the view to establishing which of the three variables would best determine students’ academic confidence. Twohypotheses were formulated and tested in the study. The sample consisted of2160students randomly selected in 24 secondary schools one in Ogun East Senatorial District of Ogun State, Nigeria. Four standardized instruments were used for data collection. Four main instruments were used for data collection. They are: (1) General Achievement Goal Orientation Scale (GAGOS) (2) Service Quality Dimensions Inventory (SQDI) (3) Connor Davidson Resiliency Scale (4) Academic Confidence (Beliefs in Educational Success Test.Result showed that 51.8% of the total variance in the students’ academic confidence was accounted for by the combination of academic motivation, academic satisfaction, and academic resilience (R = .534; R 2 = 518; R 2 (adj) = .518; F(3,1833) = 17.192; p ˂ 0.01).Academic motivation alone accounted for only 31.8% of the variance in the prediction of academic confidence, while academic satisfaction and academic resilience accounted for 8.2% and 11.8% of the variance in the prediction of students’ academic confidence respectively. The most potent predictor of students’ academic confidenceamong the predictor variables of the study is academic motivation (β = .398; t = 6.765; p <.05), followed by academic resilience (β= .615; t = 4.230; p <.05), and lastly byacademic satisfaction (β = .234, t = 2.117; p <.05). It was concluded that the need for developing students’ academic confidence in school is essential for improving academic outcomes.