INFLUENCE OF SELF-CONCEPT AND SOCIALACCEPTANCE ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS FROM ORPHANAGE HOMES IN BENIN METROPOLIS

Abstract

The main thrust of this study was to examine the influence of self-concept and social acceptance on academic achievement of students from orphanage homes in Benin Metropolis, Edo State, Nigeria. The study was guided by two null hypotheses and adopted the correlational research design. Simple random sampling technique was used to select 20 secondary schools in the Metropolis while the purposive sampling technique was employed in selecting a sample of 200 respondents. Three instruments were used for obtaining data for the study. They are: the adapted version of Akinboye's Adolescent Personal Data Inventory (APDI) Subscale; Social Acceptance Scale (SAS); and Academic Achievement Scale (AAS). The relationship direction was determined by the use of the Pearson's Product Moment Correlationstatisticwhile the hypotheses were tested at .05 level. The result of analysis revealed that there is a significant relationship between self-concept and academic achievement ofsecondary schoolstudentsin the orphanage homes; there is a significant relationship between social acceptance and academic achievement ofsecondary schoolstudentsin the orphanage homes in Benin Metropolis. The study recommended that care-givers, teachers, and counsellors should encourage and support the training of self-concept to the students in orphanage homes and thatsociety be enlightened towards having positive regard for children and individualsin orphanage homes