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International Journal of Pedagogy, Policy and ICT in Education

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Academic Self-Efficacy, Satisfaction and Academic Adjustment of Undergraduates in University of Calabar, Cross River State

M. N. Amalu, J. N. Njoku

Abstract


Successful transition and academic adjustment of fresh students in the University is a major concern to the university authority, parents and students alike. Increasing students’ self-efficacy and satisfaction academically may be of great help since it will stimulate modification in university environment, support adjustment and may lead to higher performance level.  It is against this backdrop that this study investigated the influence of academic self-efficacy and satisfaction on academic adjustment of year one students in University of Calabar, Calabar Cross River State. The population of the study was 1025 year one students in the Faculty of Education, University of Calabar. Two research questions and two hypotheses guided the study.  Academic Self- Efficacy, Satisfaction and Academic Adjustment Questionnaire (ASSAQ) was used for data collection. One-way Analysis of Variance (ANOVA) statistical technique was used for analysis. The result showed significant influence of academic self-efficacy and satisfaction on academic adjustment. Based on the finding, it was recommended among others that group counselling should be organized at the beginning of each academic year by the counselling unit of the university on adjustment for the new students for them to share their experiences and learn from one another.



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