ANXIETY LEVEL AS PREDICTOR OF ACADEMIC SELF-EFFICACY BELIEF AND ACADEMIC ADJUSTMENT AMONG UNDERGRADUATE STUDENTS IN SOUTH –EAST, NIGERIA
This research work was designed to measure the extent to which anxiety level predicts academic self-efficacy belief and academic adjustment among undergraduate students. To accomplish this purpose, 5 research questions with corresponding hypotheses were formulated to guide in the proper conduct of this research. Ex-post factor research design was adopted and both primary and secondary data were made use of in the study. The instrument used for collecting data was the questionnaire. The population of the study consisted of 14,178 of 100 and 400 level students of faculties of Education, Engineering and sciences from University of Nigeria, Nsukka, Enugu State University of Science and Technology, Enugu, Nnamdi Azikiwe University, Awka and Chukwuemeka Odimegwu Ojukwu University, Uli. A multi stage random sampling technique was used to draw up a sample consisting of 880 undergraduate students of both gender; 544 males and 336 females. Mean scores, Standard Deviation and Peason Product Moment Correlation Analysis was used to answer research questions while Regression Analysis was used to test the hypotheses at 0.05 level of significance. The major findings of the study showed that that there exist a direct but moderate positive relationship between anxiety level, self- efficacy belief and academic adjustment of undergraduate students. The result of the study also revealed that anxiety level significantly predicts academic self-efficacy belief and academic adjustment among male and female undergraduate students. The researcher recommends that; stake holders (University Authorities, psychologist and Counsellors should create awareness and organise seminars on the implication and impacts of anxiety level on academic self-efficacy belief and academic adjustment. University teachers waking up to their responsibilities to students will be a good help in arousing students interest and thus, increasing self-efficacy belief and consequently students’ academic adjustment in the University.
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