Help-Seeking, Academic Motivation and Students’ Self-Esteem as Predictors of Adjustment and Academic Performance of Mechanical Technology Education Students in Federal Universities in Northern Nigeria

Nasir Umar, Julius Dirambi Lkama, Stephen Zira Kumazhege

Abstract


The study determined the predictive power of help-seeking, academic motivation and self-esteem on adjustment and academic performance of Mechanical Technology Education (MTE) students at the Federal University of Northern Nigeria (FUoNN). Based on this primary objective three null hypotheses were postulated and tested. The study used a correlational research design, predictive correlation in particular. The area of the study was Northern Nigeria. The target population and the sample size are composed of all 101 students of   200 levels of MTE from FUoNN as of the 2022/2023 academic session. 5 universities offer MTE in Northern Nigeria, but only 3 were purposively selected, However, 2 universities were excluded from the study, due to distance and security issues. The instrument for data collection involved the Help-Seeking Attitude Scale, and the Academic Motivation Scale (AMS). The Rosenberg Self-Esteem Scale (RSES) and Adjustment to College Questionnaire (SACQ) were all adapted. While the measure of academic performance was used, the Cumulative Grade Point Average (CGPA), All four instruments were validated by experts and their reliability coefficient was expressed as HSAS=.947, AMS=.937, RSES= .880 and SACQ= 0.944, using Cronbach’s alpha. Regression Analysis was used to test null hypotheses 1, 2 and 3, after meeting all its assumptions. The study found that help-seeking, academic motivation and self-esteem do not significantly predict students’ adjustment but predict students’ academic performance. The study recommended that the FUoNN should implement academic support programs, focus on fostering a culture of motivation and organize workshops or support groups to help students build their self-esteem and self-confidence.


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