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| Psychological Variables as Correlates of Academic Amotivation of Low Achieving University Students in Moscow, Russia |
YUSUF Adam Oyetunji, Sulaimon Sikirulah Alausa and Asiyanbi Mutiat
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Abstract:
Academic amotivation is a variable that has been researched on over time. Despite this, factors that really influence the above variable have not reached agreement among researchers. In order to clarify some of these concerns, this study, which adopted a descriptive survey, was designed to investigate the psychological variables as correlates of academic amotivation of low achieving university students in Moscow Russia. Two hundred participants were chosen from the selected universities through stratified random sampling. Their ages ranged between 19 and 28 with mean of 23.14 years (SD= 7.11). Three research questions were tested using multiple regression analysis and Pearson Product Moment Correlation. A structured questionnaire consisting of demographic section, and measures academic amotivation, learned helplessness and locus of control was used to collect data. The findings revealed that there was significant positive relationships between learned helplessness (r = 0.212, p < 0.05); locus of control (r = 0.510, p < 0.05) and academic amotivation. The two variables jointly accounted for 66.7% variance in predicting academic amotivation of the students. The independent variables made positive relative contribution to academic amotivation in the following order: locus of control (? = 0.410, t = 5.537, p < 0.05) followed by learned helplessness (? = 0.110, t = 2.565, p < 0.05) had relative contribution to academic amotivation of the students. Based on this finding, it is recommended that positive learning styles should be organized to curb academic amotivation. Positive use of locus of control should be encouraged among university students. Also, School Counsellor should intensify their efforts on the training of university students so as to reduce academic amotivation.
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