Social Factors, Locus of Control as Correlates of Scholastic Adjustment of Undergraduates in Rivers State Owned Universities
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Abstract
This study examines the influence of social factors and locus of control on the scholastic adjustment of undergraduates in Rivers State-owned universities. Eight objectives, eight research questions and eight hypotheses guided the study. Descriptive research design was adopted in the study. The population of the study will comprise 53,649 undergraduates in the two Rivers State owned universities. The sample size consisted of 400 respondents obtained through the use of Taro Yamene sample determination table. The multi-stage sampling procedure was used in selecting the respondents for this study. Two self-structured questionnaires titled: ´Undergraduates’ Social Factors and Locus of Control Questionnaire (USFLCQ) and Scholastic Adjustment Questionnaire (SAQ) were used to obtain primary data after validation and ascertaining the reliability coefficient of 0.89 for USFLCQ and 0.79 for SAQ. Simple linear regression analysis was used to answer the research questions 1-4 and test null hypotheses 1-4 at 0.05 level of significance and multiple regression to analyze research question 5 and hypotheses 5. The results revealed that parental involvement, cultural expectations, socio-economic status, availability of educational resources, internal locus of control, and external locus of control significantly influenced scholastic adjustment among undergraduates. However, peer group influence did not significantly impact scholastic adjustment. Additionally, locus of control did not significantly moderate the relationship between social factors and scholastic adjustment. Based on these findings, the study concluded that social factors and locus of control play crucial roles in shaping undergraduates' scholastic adjustment, with certain factors exerting stronger influence than others. It was recommended that Universities should implement resilience-building and stress management programs to help students with external locus of control develop coping mechanisms that enhance their academic adjustment.
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