Study Habit as A Predictor of Academic Motivation Among Senior Secondary School Students in Southwest Nigeria

Abstract

Academic motivation is vital for students’ learning and achievement. However, many senior secondary school students in Southwest Nigeria exhibit low motivation, affecting their engagement and academic performance. This study investigated the predictive influence of study habits on academic motivation among public senior secondary school students in the region. A descriptive research design was adopted, involving 1,187 SS2 students selected through a multi-stage sampling procedure, with the final stage being simple random sampling. Data were collected using an adapted four-point Likert-scale instrument titled Secondary School Students Academic Motivation Questionnaire (SSAMQ) (? = 0.985). Findings revealed a high level of academic motivation (x? = 3.10), with "study planning" as the most commonly adopted habit. However, study habit negatively influenced academic motivation (? = -0.116, p < 0.05). The study highlights the need for student support systems that promote not just structured study routines but also autonomy, relevance, and interest in learning.