Self-Awareness and Motivation as Correlates of Academic Achievement in Biology Among Senior Secondary School Students in Kogi State

Abstract

This study investigated the relationship between emotional intelligence components self-awareness and motivation and academic achievement in Biology among senior secondary school students in Lokoja Local Government Area of Kogi State. Grounded in emotional intelligence theory, particularly the works of Daniel Goleman and Mayer, Caruso and Salovey, the study examined how these psychological traits influence performance in science learning. A correlational research design was adopted. The population comprised 1,429 SS II Biology students from 11 government-owned secondary schools, from which a sample of 313 students was selected using a multistage sampling technique. Data were collected using the Questionnaire on Self-Awareness and Motivation (QSAM), validated by experts and tested for reliability (Cronbach Alpha coefficients of 0.85 for self-awareness and 0.88 for motivation). Academic achievement was measured using students' Biology performance records. Data were analyzed using correlation statistics, mean and standard deviation. Findings revealed a moderate positive and statistically significant relationship between self-awareness and academic achievement in Biology (r = .42, R² = .18). Motivation showed a stronger positive and significant relationship with achievement (r = .51, R² = .26). Furthermore, self-awareness and motivation jointly accounted for 38% of the variance in students' academic achievement (R = .62, R² = .38), indicating a significant combined predictive effect. The null hypotheses were rejected at the 0.05 level of significance. The study concludes that self-awareness and motivation are significant psychological correlates of academic achievement in Biology. It recommends integrating emotional intelligence enhancing strategies into Biology instruction to improve students' academic outcomes.