Multivariate Modeling of Cognitive and Psychosocial Predictors of Academic Achievement Among Secondary School Students in Selected Local Government Areas of Lagos State, Nigeria
Keywords:
Academic Achievement, Cognitive Factors, Psychosocial Factors, Multivariate Modeling, Secondary School studentsAbstract
This study examined cognitive and psychosocial predictors of academic achievement among secondary school students in Epe and Ikorodu, Lagos State. The study analysed data from 400 students using three multiple regression models. The reported Cronbach’s alpha coefficients were .73 for working memory, .79 for attention, .82 for metacognition, .76 for motivation, .80 for self-regulation, .71 for self-efficacy, and .84 for test anxiety. The cognitive-only model explained 43.1% of the variation in achievement (R² = .431), and the psychosocial-only model explained 48.0% (R² = .480). The combined model explained 54.8% (R² = .548) and was statistically significant, F(7, 392) = 67.85, p < .001. All seven predictors had significant coefficients in the combined model (p < .05). Self-regulation had the largest positive standardized coefficient (β = .232), while test anxiety had a negative coefficient (β = −.081). The findings show associations between the measured factors and achievement among the students studied. The correlational design does not establish causation.
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