THE INFLUENCE OF ACADEMIC SELF-EFFICACY ON PSYCHOLOGICAL WELL-BEING AMONG SENIOR SECONDARY SCHOOL STUDENTS IN DUTSIN-MA METROPOLIS.

THE INFLUENCE OF ACADEMIC SELF-EFFICACY ON PSYCHOLOGICAL WELL-BEING AMONG SENIOR SECONDARY SCHOOL STUDENTS IN DUTSIN-MA METROPOLIS. BY MONICA TERESA OKOH EDU/2021/19862 BEING A RESEARCH STUDY SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELLING, FACULTY OF EDUCATION, FEDERAL UNIVERSITY DUTSIN-MA, KATSINA STATE IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELOR OF EDUCATION (B.ED) GUIDANCE AND COUNSELLING April, 2025 DECLARATION I Monica Teresa Okoh with registration number: EDU/2021/19862, hereby certifies that this research is the result of my original work that no part of it has been presented for another degree in this university or elsewhere. MONICA TERESA OKOH _____________________________ EDU/2021/19862 Signature and Date APPROVAL PAGE This research work titled “INFLUENCE OF GOAL ORIENTATION ON STUDY HABIT AND ACADEMIC PERFORMANCE OF UNDERGRADUATE STUDENTS OF FEDERAL UNIVERSITY DUTSIN-MA.” is approved as meeting requirement for the award of Bachelor of Education (B.Ed. guidance and counselling) degree in Federal University Dutsin-Ma, Katsina State. Mr Ahmed Alhassan ___________________________ Project Supervisor Signature and Date Assoc. Prof. S O. Bada ___________________________ Project Coordinator Signature and Date Dr. Adamu Muhammad Shafiu ___________________________ Head of Department Signature and Date Dr. ___________________________ Dean, Faculty of Education Signature and Date _________________________________ ___________________________ External Examiner Signature and Date CERTIFICATION This is to certify that the research work and subsequent preparation of this research by Monica Teresa Okoh with matric number EDU/2021/19862 was carried out under my supervisor. Mr Ahmed Alhassan ___________________________ Project Supervisor Signature and Date DEDICATION This project is dedicated to Almighty God and to my beloved parents . ACKNOWLEDGMENT First and foremost, I give all glory, honor, and adoration to the Almighty God, the Author and Finisher of my faith, whose endless grace, unfailing love, and divine guidance have been my anchor throughout this academic journey. Without His light illuminating my path, this work would not have been possible. With profound gratitude, I extend my heartfelt appreciation to my project supervisor, Mr. Ahmed Alhassan, whose unwavering support, patience, insightful guidance, and constructive criticisms shaped and refined this research. Your encouragement inspired me to push beyond my limits, and for that, I am eternally grateful. I am deeply thankful to my Head of Department, Dr. Shafiu Muhammed Adamu, for his steadfast leadership, encouragement, and remarkable dedication to the growth of every student under his care. Your belief in our potential has been a source of motivation for me. My sincere thanks also go to all my lecturers, especially Assoc. Prof. S.O. Bada and Dr. Ayuba Idris, whose wealth of knowledge, support, and passion for excellence left an indelible mark on my academic journey. To the rest of the department staff, your collective efforts have made this experience rich and unforgettable. No words are enough to express my deepest gratitude to my beloved father, Mr. Paul Okoh. Your strength, patience, endurance, love, and understanding have been the pillars holding me upright through every challenge. Thank you for being my unshakeable foundation and for believing in me even when I doubted myself. To my lovely mother, Mrs. Grace Okoh, your hope, trust, and unwavering belief in my dreams have been the wind beneath my wings. Your prayers and sacrifices have carried me farther than you will ever know. You are, and will always be, my greatest inspiration. To my cherished relatives Christiana, Mr. Gilbert, and Mr. Paul thank you for your constant encouragement, care, and prayers. Your support gave me the strength to press on even during the most trying times. Lastly, to my dear friends Daniel, Elizabeth, and Leah your companionship, laughter, and words of encouragement made this journey lighter and more beautiful. You stood by me through thick and thin, and for that, I am forever grateful. This work is a testament to the love, faith, and sacrifices of every single one of you. From the depth of my heart, thank you. TABLE OF CONTENTS Title page i Declaration ii Approval Page iii Certification iv Dedication v Acknowledgement vi Table of contents viii Abstract xi CHAPTER ONE: INTRODUCTION 1.1 Background of the Study 1 1.2 Statement of the Problem 3 1.2 Objectives of the Study 4 1.4 Research Questions 5 1.5 Research Hypotheses 5 1.6 Significance of the Study 5 1.7 Scope of the Study 7 1.8 Operational Definition of Terms 9 CHAPTER TWO: REVIEW OF RELATED LITERATURE 2.1 Introduction 10 2.2 Conceptual Framework 10 2.2.1 Concept of Academic Self-Efficacy 10 2.2.2 Concept of Psychological Well-Being 12 2.2.3 Relationship between Academic Self-Efficacy and Psychological Well-Being 14 2.2.4 Age Differences in Academic Self-Efficacy and Psychological Well-Being 16 2.2.5 Gender Influence on the Relationship between Academic Self-Efficacy and Psychological Well-Being 18 2.3 Theoritical Framework 20 2.3.1 Bandura’s Social Cognitive Theory (SCT) and Academic Self-Efficacy 21 2.3.2 Ryff’s Psychological Well-Being Theory 22 2.4 Empirical Study 24 2.5 Summary and Uniqueness of the Study 28 CHAPTER THREE: METHODOLOGY 3.1 Introduction 30 3.2 Research Design 30 3.3 Population 30 3.4 Sample and Sampling Technique 31 3.5 Instruments for Data Collection 32 3.5.1 Validation 32 3.5.2 Reliability 33 3.6 Procedure for Data Collection 33 3.7 Method of Data Analysis 34 CHAPTER FOUR: PRESENTATION, ANALYSIS, INTERPRETATION OF DATA 4.1 Introduction 35 4.2 Data Analysis and Results 35 4.2.1 Demographic Characteristics of the Respondents 35 4.2.3 Test for Hypothesis 37 4.3 Summary of Findings 40 4.4 Discussion of Findings 42 CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION 5.1 Summary 44 5.2 Conclusion 45 5.3 Recommendation 45 5.4 Suggestions for Further Study 46 REFERENCES 48 APPENDIX A: QUESTIONNAIRE 55 ABSTRACT This study investigated The Influence of Academic Self-Efficacy on Psychological Well-Being among Senior Secondary School Students in Dutsin-Ma Metropolis. Specifically, the study sought to determine the relationship between academic self-efficacy and psychological well-being, examine gender differences in academic self-efficacy, and explore how gender differences influence psychological well-being among the students. A sample of 95 senior secondary school students was selected using the stratified random sampling technique. Data were analyzed using Pearson Product Moment Correlation (PPMC) and the Student t-test statistical tools. Findings revealed a weak but statistically significant positive relationship between academic self-efficacy and psychological well-being (r = .204, p = .048), indicating that students with higher academic self-efficacy tend to experience better psychological well-being. Furthermore, the results showed no significant gender differences in academic self-efficacy (p = 0.709) and no significant gender differences in psychological well-being (p = 0.658) among the students. Based on these findings, the study concludes that while academic self-efficacy is positively related to psychological well-being, gender does not play a significant role in influencing either academic self-efficacy or psychological well-being among senior secondary school students in Dutsin-Ma Metropolis. The study recommends that interventions aimed at enhancing students’ psychological well-being should focus on strengthening their academic self-efficacy, irrespective of gender. CHAPTER ONE INTRODUCTION 1.1 Background of the Study Education plays a vital role in shaping students' intellectual, emotional, and social development. However, academic success is not solely determined by intelligence or effort; psychological factors such as academic self-efficacy significantly influence students' ability to engage with learning, persist through challenges, and achieve desired outcomes (Zimmerman & Schunk, 2021). Academic self-efficacy, a construct derived from Bandura’s (1997) social cognitive theory, refers to a student’s belief in their capability to execute academic tasks effectively, regulate learning, and overcome obstacles in their educational journey (Usher & Pajares, 2021). Students with high academic self-efficacy tend to exhibit greater intrinsic motivation, stronger problem-solving abilities, and higher academic achievement compared to their peers with lower self-efficacy (Liem & Martin, 2022). Beyond academic success, however, academic self-efficacy is also closely linked to psychological well-being, a crucial factor that influences students' overall mental health, emotional resilience, and life satisfaction (Diener et al., 2021). Psychological well-being is a multidimensional concept that encompasses emotional stability, self-acceptance, autonomy, positive social relationships, and a sense of purpose in life (Ryff & Singer, 2020). It is crucial for students navigating the demands of secondary education, which is often characterized by academic pressure, peer expectations, and career uncertainties (Wang et al., 2022). High psychological well-being enables students to cope effectively with stress, remain optimistic in the face of academic difficulties, and develop resilience against anxiety and depression (Shek & Lin, 2023). Conversely, students with poor psychological well-being are more likely to experience emotional distress, low self-esteem, and academic burnout, which negatively impact their learning outcomes (Adegboyega & Olaleye, 2023). This highlights the need to explore factors, such as academic self-efficacy, that contribute to students' mental health and well-being. According to Lent, (2021), students with higher academic self-efficacy tend to exhibit lower stress levels, greater life satisfaction, and improved emotional regulation. This is because students who believe in their ability to succeed academically are more likely to develop adaptive coping mechanisms, such as setting realistic goals, maintaining a positive outlook, and seeking help when needed (Liem et al., 2022). A study conducted in Nigeria by Oparaugo and Ebenebe (2021) found that students with strong self-efficacy beliefs reported higher levels of psychological resilience, better academic engagement, and lower symptoms of anxiety and depression compared to those with low self-efficacy. These findings align with the growing body of literature emphasizing the positive effects of self-efficacy on students’ emotional and psychological well-being (Cheng & Cheung, 2021). Furthermore, academic self-efficacy influences students' ability to manage stress, regulate emotions, and maintain positive peer relationships. Senior secondary school students often face pressure from competitive academic environments, parental expectations, and future career decisions. Those with high self-efficacy perceive these challenges as manageable and are more likely to adopt effective stress-coping strategies, such as time management and self-regulation, which enhance their overall well-being (Panadero, 2022). In contrast, students with low self-efficacy may experience heightened anxiety, self-doubt, and avoidance behaviors, which can exacerbate feelings of helplessness and negatively impact their psychological well-being (Adegboyega & Olaleye, 2023). Thus, fostering self-efficacy in students can serve as a protective factor against academic stress and mental health difficulties. Despite the extensive research on the relationship between academic self-efficacy and psychological well-being, there is still a lack of studies focusing specifically on senior secondary school students in Nigeria. This stage of education is critical, as students prepare for national examinations, tertiary education, and career choices, all of which contribute to significant stress and emotional challenges. Given the unique socio-cultural and economic factors affecting students in Nigeria, it is essential to examine how academic self-efficacy influences their psychological well-being within this context. Previous studies have primarily focused on university students or general adolescent populations, leaving a gap in understanding how these constructs interact at the secondary school level (Suleiman et al., 2023). In light of these considerations, this study seeks to investigate the influence of academic self-efficacy on psychological well-being among senior secondary school students in Nigeria. By understanding the extent to which self-efficacy contributes to students' mental health and academic success, educators, policymakers, and counselors can develop targeted interventions aimed at fostering self-confidence, emotional resilience, and academic motivation. This research will provide valuable insights into how secondary school students' beliefs about their academic abilities impact their overall psychological health, paving the way for evidence-based strategies to support their well-being. 1.2 Statement of the Problem Senior secondary school students in Nigeria face numerous academic and personal challenges, including increased academic workload, pressure to excel in national examinations, and uncertainties regarding future career paths. These stressors can adversely affect their psychological well-being, leading to issues such as anxiety, depression, and decreased life satisfaction. Academic self-efficacy, however, there is a paucity of empirical research examining the relationship between academic self-efficacy and psychological well-being among senior secondary school students in Nigeria. This gap in the literature hinders the development of targeted interventions aimed at enhancing students' self-efficacy beliefs and, consequently, their mental health outcomes. Existing studies have demonstrated a positive correlation between self-efficacy and psychological well-being among adolescents. For instance, research indicates that higher levels of self-efficacy are associated with better emotional regulation, increased resilience, and improved overall mental health. Conversely, low self-efficacy has been linked to heightened stress, academic burnout, and psychological distress. Despite these findings, there is limited research focusing specifically on the Nigerian context, where socio-cultural and economic factors may uniquely influence this relationship. Understanding how academic self-efficacy impacts the psychological well-being of Nigerian senior secondary school students is essential for developing culturally relevant and effective support programs. The lack of context-specific research presents a significant problem: without empirical evidence from Nigerian senior secondary schools, educators and policymakers may struggle to implement effective strategies that bolster students' self-efficacy and promote mental health. This study aims to address this critical gap by investigating the influence of academic self-efficacy on the psychological well-being of senior secondary school students in Nigeria. The findings are expected to inform the development of targeted interventions and policies that enhance students' academic confidence and support their mental health needs. 1.2 Objectives of the Study The broad objective of the study is to investigate the influence of academic Self-Efficacy on Psychological Well-Being among Senior Secondary School Students in Dutsin-Ma Metropolitan. The specific objectives include: i. To examine the relationship between academic self-efficacy and psychological well-being among senior secondary school students in Dutsin-Ma Metropolis. ii. To determine the gender differences in academic self-efficency of Senior Secondary School Students in Dutsin-Ma Metropolis iii. To investigate gender difference on the psychological well-being of Senior Secondary School Students in Dutsin-Ma Metropolis 1.4 Research Questions The study seeks to answer the following research questions: i. What is the relationship between academic self-efficacy and psychological well-being among senior secondary school students in Dutsin-Ma Metropolis? ii. Is there any gender differences in the academic self-efficiency among senior secondary school students in Dutsin-Ma Metropolis? iii. How does gender difference influence the psychological well-being of senior secondary school students in Dutsin-Ma Metropolis? 1.5 Research Hypotheses The following null hypotheses will be tested in this study: H₀₁: There is no significant relationship between academic self-efficacy and psychological well-being among senior secondary school students in Dutsin-Ma Metropols. H₀₂: There is no significant gender difference in academic self-efficacy among senior secondary school students in Dutsin-Ma Metropolis. H₀₃: there is no significance gender difference on psychological well-being among senior secondary school students in Dutsin-Ma Metropolis 1.6 Significance of the Study This study is significant as it provides insights into how parents’ engagement in their children’s education affects their academic success. The findings will be beneficial to various stakeholders, including students, parents, teachers, school administrators, policymakers, and future researchers. Students Students stand to benefit directly from this study as it will highlight the impact of parental support on their academic performance. By understanding the role of parental involvement, students may become more proactive in seeking guidance and support from their parents, thereby improving their motivation, learning habits, and overall academic success. Parents Parents will gain a better understanding of how their involvement—whether through monitoring academic progress, helping with homework, attending school activities, or providing emotional support—affects their children’s educational outcomes. The study will encourage parents to take a more active role in their children's education, leading to improved academic achievement. Teachers Teachers will benefit from this study as it will emphasize the importance of collaboration between educators and parents in enhancing students’ learning experiences. The findings may help teachers develop better communication strategies to engage parents in their children’s academic progress, fostering a supportive learning environment. School Administrators School administrators can use the study’s findings to design and implement policies that encourage parental involvement in school activities. The study may provide recommendations on how schools can establish effective parent-teacher communication channels, organize workshops, and create programs that enhance parental engagement in students' education. Policymakers and Educational Authorities The study will provide empirical evidence that can guide policymakers in formulating educational policies that promote parental involvement as a strategy to enhance academic performance. It will also contribute to national and regional educational reforms by emphasizing the role of families in students' academic achievements. Future Researchers This study will serve as a valuable reference for future researchers who are interested in exploring parental involvement, academic performance, and related educational factors. It will provide a foundation for further research on effective strategies for enhancing parental engagement in education. 1.7 Scope of the Study This study focuses on examining the influence of academic self-efficacy on psychological well-being among senior secondary school students in Dutsin-Ma Metropolitan, Katsina State, Nigeria. The study specifically investigates how students' confidence in their academic abilities affects their emotional, cognitive, and social well-being. The study will cover public senior secondary schools within Dutsin-Ma Metropolitan, targeting students in SS2. The choice of this population is based on the critical stage of their academic journey, where self-efficacy plays a significant role in determining their academic success, stress management, and overall psychological health. The study will assess academic self-efficacy based on students' perceptions of their ability to complete academic tasks, prepare for examinations, and meet educational goals. Psychological well-being will be examined through indicators such as self-acceptance, emotional stability, life satisfaction, and resilience to academic stress. Additionally, the study will consider age and gender as moderating variables to determine whether differences in academic self-efficacy and psychological well-being exist among students based on these factors. The research will employ quantitative methods, utilizing a structured questionnaire to collect data from students. The findings of this study will be limited to Dutsin-Ma Metropolitan, and while the results may provide insights into similar educational settings, they may not be generalized to all senior secondary schools in Nigeria. 1.8 Operational Definition of Terms In this study, key terms are defined both literally, based on scholarly definitions, and operationally, in relation to their specific use within the study. 1. Academic Self-Efficacy: Academic self-efficacy refers to an individual's belief in their capability to organize and execute the actions required to attain designated academic performances (Schunk & DiBenedetto, 2021). In this study, academic self-efficacy refers to the confidence and perception senior secondary school students in Dutsin-Ma Metropolitan have in their ability to complete schoolwork, prepare for examinations, and attain academic success. 2. Psychological Well-Being: Psychological well-being is a multidimensional concept that includes self-acceptance, positive relationships, autonomy, environmental mastery, purpose in life, and personal growth (Ryff & Boylan, 2022). In this study, psychological well-being refers to the emotional resilience, self-confidence, and overall mental health of senior secondary school students in Dutsin-Ma Metropolitan, influenced by their level of academic self-efficacy. 3. Influence: Influence is defined as the ability of one factor to shape or determine the outcome of another, whether directly or indirectly (Deci & Ryan, 2021). In this study, influence refers to the extent to which academic self-efficacy affects the psychological well-being of senior secondary school students, either positively or negatively. 4. Senior Secondary School Students: Senior secondary school students are individuals enrolled in the final stage of secondary education, typically between the ages of 15 to 18 years, preparing for national and external examinations (UNESCO, 2021). In this study, senior secondary school students refer to learners in SS1, SS2, and SS3 in selected schools within Dutsin-Ma Metropolitan, whose levels of academic self-efficacy and psychological well-being are assessed. CHAPTER TWO REVIEW OF RELATED LITERATURE 2.1 Introduction This chapter deals with the review of literature considered important to this study. The literature review is discussed under the following sub-headings: 2.2 Conceptual Framework 2.2.1 Concept of Academic Self-Efficacy 2.2.2 Concept of Psychological Well-Being 2.2.3 Relationship between Academic Self-Efficacy and Psychological Well-Being 2.2.4 Age Differences in Academic Self-Efficacy and Psychological Well-Being 2.2.5 Gender Influence on the Relationship between Academic Self-Efficacy and Psychological Well-Being 2.3 Theoritical Framework 2.3.1 Bandura’s Social Cognitive Theory (SCT) and Academic Self-Efficacy 2.3.2 Ryff’s Psychological Well-Being Theory 2.4 Empirical Studies 2.5 Summary and Uniqness of the Study 2.2 Conceptual Framework 2.2.1 Concept of Academic Self-Efficacy Academic self-efficacy refers to an individual's belief in their ability to successfully perform academic tasks and achieve educational goals (Bandura, 1997). It plays a crucial role in determining students' motivation, learning strategies, and overall academic performance. High academic self-efficacy is associated with increased persistence, better problem-solving skills, and greater resilience in the face of academic challenges (Schunk & DiBenedetto, 2020). Conversely, students with low academic self-efficacy are more likely to experience academic anxiety, reduced motivation, and lower performance levels (Usher & Pajares, 2021). According to Serinci, Cıkrıkçı, and Sarıkaya (2023) found that students with higher academic self-efficacy reported greater life satisfaction and lower stress levels. Their study emphasized that belief in one's academic capabilities not only enhances educational outcomes but also contributes significantly to emotional and psychological stability. Similarly, Zuffianò et al. (2023) demonstrated that self-efficacy for self-regulated learning positively correlates with psychological well-being, reinforcing the idea that students who can regulate their learning processes effectively experience lower academic stress and higher emotional stability. In the context of secondary school students, academic self-efficacy is an essential factor in shaping their psychological well-being. Research has shown that students who believe in their academic capabilities are more likely to develop positive coping mechanisms, set realistic educational goals, and maintain a balanced emotional state (Olugbeko & Lana, 2024). Furthermore, academic self-efficacy has been linked to social support and school adjustment. In the view of Utomo and Andayani (2023), a positive school environment, where students receive encouragement from teachers and peers, fosters greater academic confidence and well-being. Their study found that students with higher academic self-efficacy demonstrated better school adjustment, which in turn improved their overall mental health and academic success. Interventions aimed at enhancing academic self-efficacy can significantly impact students' psychological well-being. Parental involvement has been identified as a crucial factor in developing students' self-efficacy beliefs. Adimora, Onyishi, and Helen (2019) found that students with supportive parents showed greater academic confidence and performed better in school. Additionally, providing students with opportunities for mastery experiences, encouraging positive verbal persuasion, and fostering an environment of academic resilience are essential strategies for improving self-efficacy (Schunk & DiBenedetto, 2020). Finally, academic self-efficacy is a vital psychological construct that influences students' academic success and overall well-being. Recent research has consistently demonstrated that students with high academic self-efficacy experience better mental health, reduced stress, and greater school adjustment. Educational stakeholders, including teachers, parents, and policymakers, must prioritize strategies that enhance students' academic confidence to promote both academic achievement and psychological well-being. 2.2.2 Concept of Psychological Well-Being Psychological well-being (PWB) is a multidimensional construct that encompasses an individual's emotional, cognitive, and social functioning (Ryff & Keyes, 1995). It refers to the extent to which people perceive their lives as fulfilling, purposeful, and balanced. Psychological well-being is often conceptualized using Ryff’s (1989) six dimensions: autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. These dimensions highlight the importance of personal development and social interactions in achieving optimal mental health (Ryan & Deci, 2020). According to Diener et al. (2021), students with high psychological well-being exhibit better cognitive performance, greater motivation, and improved resilience against academic stress. Their study suggested that positive emotions and a sense of self-efficacy contribute significantly to students' mental health and learning outcomes thereby emphasizing the relationship between psychological well-being and academic experiences among students. Similarly, Keyes and Waterman (2022) found that psychological well-being plays a crucial role in students’ engagement, self-confidence, and capacity to manage academic pressures. The influence of academic self-efficacy on psychological well-being has been widely studied. For example, a study by Park and Kim (2023) demonstrated that students who believe in their academic abilities experience lower levels of anxiety and depression, leading to overall improved psychological health. Their research supports the idea that academic self-efficacy acts as a protective factor against stress and emotional distress. Additionally, Olaseni et al. (2023) found that secondary school students with higher self-efficacy exhibited greater life satisfaction, optimism, and emotional stability, further highlighting the significance of self-belief in academic settings. Psychological well-being is also influenced by social and environmental factors. Research by Fredrickson and Joiner (2020) suggests that students with strong social support networks tend to have higher psychological well-being and greater academic success. This is particularly relevant in secondary school settings, where peer relationships and teacher support play a vital role in students’ emotional development (Huppert & So, 2021). Moreover, school environments that promote inclusivity, positive reinforcement, and student autonomy have been found to enhance psychological well-being and overall student performance (Deci & Ryan, 2020). Interventions designed to improve psychological well-being in students often focus on fostering resilience, emotional intelligence, and stress management skills. Cognitive-behavioral approaches, mindfulness programs, and self-determination strategies have been shown to significantly enhance students’ mental health and academic performance (Lomas et al., 2022). Encouraging students to develop growth mindsets and engage in self-reflection can also contribute to sustained psychological well-being (Yeager & Dweck, 2020). Psychological well-being is a fundamental aspect of students’ academic and personal lives. The interplay between academic self-efficacy and psychological well-being suggests that fostering confidence in students’ academic abilities can lead to improved mental health outcomes. Schools, educators, and policymakers should implement targeted interventions that promote self-efficacy, emotional resilience, and social support to enhance students’ overall well-being and academic success. 2.2.3 Relationship between Academic Self-Efficacy and Psychological Well-Being The relationship between academic self-efficacy and psychological well-being has been widely explored in educational and psychological research. Academic self-efficacy, which refers to students' beliefs in their ability to succeed in academic tasks, plays a critical role in shaping their psychological well-being. Psychological well-being encompasses emotional stability, self-acceptance, purpose in life, and the ability to manage stress effectively (Ryff & Singer, 2020). Numerous studies have demonstrated that students with high academic self-efficacy tend to experience better psychological well-being, as they exhibit lower stress levels, higher self-esteem, and greater life satisfaction (Dweck & Yeager, 2021). Academic self-efficacy serves as a protective factor against stress and emotional distress. Students who possess strong self-efficacy beliefs are more likely to engage in positive coping mechanisms, such as problem-solving, goal-setting, and seeking social support (Usher & Pajares, 2021). Park and Kim (2023) found that students with high academic self-efficacy were better equipped to handle academic challenges and setbacks, resulting in reduced anxiety and depression. Similarly, Zuffianò et al. (2023) reported that students who demonstrated confidence in their academic abilities experienced higher motivation, emotional stability, and overall psychological well-being. Conversely, students with low academic self-efficacy are more vulnerable to psychological distress. According to Schunk and DiBenedetto (2022) indicated that students who doubted their academic capabilities were more likely to experience negative emotions, including feelings of helplessness, anxiety, and low self-worth. These negative emotions, in turn, can contribute to academic disengagement and poor performance, creating a cycle of stress and declining self-confidence. According to Fredrickson and Joiner (2020), low academic self-efficacy can exacerbate mental health issues, leading to increased levels of academic burnout and reduced motivation to persist in challenging tasks. The bidirectional nature of the relationship between academic self-efficacy and psychological well-being has also been highlighted in recent research. While academic self-efficacy contributes to improved psychological well-being, the reverse is also true students with high psychological well-being tend to develop stronger self-efficacy beliefs. Diener et al. (2021) found that students with positive emotional states were more likely to believe in their ability to succeed academically, as positive emotions enhance cognitive functioning, creativity, and resilience. Additionally, research by Yeager and Dweck (2022) suggested that interventions aimed at improving psychological well-being, such as mindfulness training and cognitive-behavioral strategies, can significantly enhance students’ self-efficacy and academic motivation. Social and environmental factors also mediate the relationship between academic self-efficacy and psychological well-being. Supportive teachers, encouraging parents, and positive peer relationships have been shown to foster both high self-efficacy and mental well-being in students (Huppert & So, 2021). A study by Deci and Ryan (2020) emphasized the role of autonomy-supportive learning environments in enhancing students' intrinsic motivation and self-efficacy. When students feel supported in their academic pursuits, they are more likely to develop a sense of competence and emotional stability, thereby improving their overall well-being. Interventions designed to strengthen academic self-efficacy have demonstrated positive effects on psychological well-being. Cognitive restructuring, mastery experiences, verbal persuasion, and stress management programs have been effective in boosting students’ confidence in their academic abilities (Schunk & DiBenedetto, 2023). Research by Olaseni et al. (2023) showed that secondary school students who participated in academic resilience training reported not only improved self-efficacy but also lower levels of stress and greater life satisfaction. Moreover, positive reinforcement from educators and mentors has been found to significantly enhance students’ belief in their academic potential, leading to long-term improvements in both academic performance and psychological health (Olugbeko & Lana, 2024). academic self-efficacy and psychological well-being are deeply interconnected, with each influencing the other in significant ways. High academic self-efficacy contributes to improved mental health by reducing stress, enhancing motivation, and fostering resilience in the face of academic challenges. At the same time, strong psychological well-being supports the development of academic confidence, enabling students to perform better and cope with academic demands effectively. Educational institutions, teachers, and parents must implement strategies that promote both self-efficacy and mental well-being to ensure that students thrive academically and emotionally. 2.2.4 Age Differences in Academic Self-Efficacy and Psychological Well-Being Age is a significant factor in the development of academic self-efficacy and psychological well-being, as cognitive, emotional, and social changes occur throughout adolescence. Senior secondary school students, typically aged between 15 and 19 years, experience a range of psychological and academic transitions that influence their self-efficacy beliefs and overall well-being (Zimmerman & Schunk, 2021). Academic self-efficacy tends to increase with age as students acquire more knowledge, skills, and experiences, but psychological well-being can fluctuate depending on various stressors, including academic pressures and social expectations (Bandura, 2022). Studies indicate that younger adolescents (15–16 years) often have lower academic self-efficacy compared to older adolescents (17–19 years) due to their developing cognitive abilities and limited exposure to complex academic tasks (Schunk & DiBenedetto, 2023). At this stage, students are still in the process of forming their self-concept and learning how to manage academic challenges. However, as they progress through secondary school, their self-efficacy tends to improve due to increased experience with academic tasks, enhanced problem-solving skills, and greater autonomy in learning (Pajares & Usher, 2022). In contrast, psychological well-being does not always follow the same trajectory. Research has shown that while older adolescents may have higher academic self-efficacy, they may also experience greater levels of academic stress, anxiety, and emotional exhaustion due to upcoming high-stakes examinations and career-related decisions (Ryan & Deci, 2020). A study by Park and Kim (2023) found that while 15–16-year-olds reported moderate levels of academic stress, their psychological well-being was higher than that of their older peers (17–19 years), who exhibited increased symptoms of anxiety and academic burnout. This suggests that as academic self-efficacy increases with age, psychological well-being may decline if students are subjected to excessive academic demands. Gender differences also play a role in age-related variations in academic self-efficacy and psychological well-being. Research by Usher and Pajares (2021) found that female students tend to report lower self-efficacy in STEM-related subjects, especially in early adolescence, but their confidence improves with age and experience. However, they also experience higher levels of academic stress compared to their male counterparts. Similarly, a study by Zuffianò et al. (2023) found that male students generally exhibited higher self-efficacy in competitive academic settings but also showed lower emotional resilience when faced with academic failure. Social and environmental factors influence age-related differences in academic self-efficacy and psychological well-being. Adolescents in supportive learning environments, where teachers and parents provide encouragement and constructive feedback, tend to develop stronger self-efficacy beliefs and better mental health outcomes (Deci & Ryan, 2020). Conversely, students in highly competitive or unsupportive academic environments may struggle with self-doubt and increased stress levels, particularly as they approach the final years of secondary school (Schunk & DiBenedetto, 2022). Interventions aimed at enhancing academic self-efficacy and supporting psychological well-being should be tailored to different age groups. Younger adolescents benefit from mastery-based learning approaches and incremental goal-setting strategies that build confidence gradually (Dweck & Yeager, 2021). Older adolescents, on the other hand, require stress management programs, resilience training, and career counseling to help them navigate the pressures associated with academic performance and future aspirations (Olaseni et al., 2023). Age differences significantly influence the development of academic self-efficacy and psychological well-being among senior secondary school students. While academic self-efficacy tends to improve with age due to increased experience and exposure, psychological well-being can be negatively impacted by rising academic demands and stress. 2.2.5 Gender Influence on the Relationship between Academic Self-Efficacy and Psychological Well-Being Gender plays a crucial role in shaping the relationship between academic self-efficacy and psychological well-being among senior secondary school students. Several studies have demonstrated that gender differences influence students’ confidence in their academic abilities and their overall mental health, often due to societal expectations, cultural norms, and educational experiences (Usher & Pajares, 2021). Understanding these differences is essential for designing interventions that support both male and female students in enhancing self-efficacy while maintaining psychological well-being. Research suggests that male and female students exhibit variations in academic self-efficacy across different subjects. Males tend to report higher self-efficacy in STEM (Science, Technology, Engineering, and Mathematics) subjects, whereas females generally exhibit higher confidence in language and social sciences (Schunk & DiBenedetto, 2023). This disparity can be attributed to gender-based stereotypes that influence students' self-perceptions and academic choices (Bandura, 2022). A study by Zuffianò et al. (2023) found that male students were more likely to attribute their academic success to personal ability, whereas female students often linked their achievements to effort and external support. These differences in attribution styles may influence how academic self-efficacy affects psychological well-being in both genders. Psychological well-being is also experienced differently between male and female students, with several studies indicating that females are more prone to academic stress and anxiety, despite often performing better academically (Ryan & Deci, 2020). Female students tend to experience greater emotional distress due to perfectionistic tendencies, societal pressures, and higher expectations from parents and teachers (Pajares & Usher, 2022). Conversely, male students may exhibit lower levels of academic anxiety but are more likely to face challenges in expressing emotions, leading to suppressed stress and reduced psychological well-being (Park & Kim, 2023). A study by Olaseni et al. (2023) revealed that while academic self-efficacy positively influences psychological well-being for both genders, the impact varies. For female students, self-efficacy acts as a strong protective factor against anxiety and depressive symptoms, as confidence in academic abilities enhances resilience and emotional regulation. However, for male students, self-efficacy is more strongly correlated with motivation and persistence rather than emotional well-being, indicating that different mechanisms underpin the academic self-efficacy and well-being relationship in both genders. Furthermore, gender differences in coping strategies influence the relationship between academic self-efficacy and psychological well-being. Female students are more likely to seek social support and engage in adaptive coping strategies such as planning and emotional regulation (Deci & Ryan, 2020). On the other hand, male students tend to adopt problem-focused coping mechanisms, which may be effective in academic settings but less effective in managing emotional challenges (Dweck & Yeager, 2021). This suggests that tailored psychological interventions should consider gender-specific approaches to enhance both self-efficacy and well-being. The educational environment also plays a critical role in shaping the gendered experience of academic self-efficacy and psychological well-being. Supportive teachers and gender-sensitive pedagogies can help bridge self-efficacy gaps and reduce psychological distress among students (Schunk & DiBenedetto, 2022). Schools that promote inclusive learning experiences and challenge gender stereotypes foster a more balanced self-efficacy perception among male and female students, ultimately enhancing their psychological well-being (Zimmerman & Schunk, 2021). In conclusion, gender significantly influences the relationship between academic self-efficacy and psychological well-being among senior secondary school students. While both male and female students benefit from high self-efficacy, the impact on well-being differs due to variations in academic confidence, emotional regulation, and coping strategies. Recognizing these gender differences is essential for developing targeted interventions that promote both academic success and mental health for all students. 2.3 Theoritical Framework A theoretical framework provides the foundation for understanding the mechanisms and relationships underlying academic self-efficacy and psychological well-being. Two prominent theories relevant to this study are Bandura’s Social Cognitive Theory (SCT) and Ryff’s Psychological Well-Being Theory. These theories explain how self-efficacy beliefs influence academic performance and overall psychological well-being among students. 2.3.1 Bandura’s Social Cognitive Theory (SCT) and Academic Self-Efficacy Social Cognitive Theory (SCT), developed by Albert Bandura (1986), provides a strong theoretical basis for understanding academic self-efficacy and its effects on students' psychological well-being. SCT emphasizes the reciprocal interaction between personal factors (such as self-beliefs), behavioral patterns, and environmental influences in shaping human behavior (Bandura, 2022). According to SCT, self-efficacy is a key determinant of how students approach challenges, persist in difficult tasks, and regulate their emotions during academic activities (Usher & Pajares, 2021). Bandura (1997) identified four major sources of self-efficacy beliefs: Mastery Experiences: Students develop a strong sense of self-efficacy when they successfully complete academic tasks. Conversely, repeated failures weaken self-efficacy and may contribute to academic anxiety and stress (Schunk & DiBenedetto, 2022). Vicarious Experiences – Observing peers who succeed in academic tasks can enhance students' self-efficacy by reinforcing the belief that they, too, can achieve similar outcomes (Zimmerman & Schunk, 2021). Social Persuasion: Encouragement from teachers, parents, and peers can enhance students' confidence in their academic abilities (Pajares & Usher, 2022). Physiological and Emotional States – High levels of stress and anxiety can negatively affect self-efficacy, whereas a positive emotional state fosters resilience and academic persistence (Deci & Ryan, 2020). In the settings of senior secondary school students, self-efficacy beliefs significantly affect their academic motivation, resilience, and psychological well-being. Students with high academic self-efficacy tend to approach learning with a growth mindset, exhibit reduced academic anxiety, and demonstrate higher levels of intrinsic motivation (Dweck & Yeager, 2021). Conversely, students with low self-efficacy often experience heightened stress, self-doubt, and increased risk of academic burnout (Olaseni et al., 2023). A study by Park & Kim (2023) found that students with strong self-efficacy beliefs were more likely to develop adaptive coping strategies, which in turn enhanced their psychological well-being. Similarly, Ryan & Deci (2020) highlighted that academic self-efficacy contributes to autonomy, competence, and relatedness, all of which are essential for maintaining positive mental health. Thus, SCT provides a clear framework for understanding how academic self-efficacy influences psychological well-being, emphasizing the need for interventions that promote mastery experiences, peer modeling, and supportive learning environments. 2.3.2 Ryff’s Psychological Well-Being Theory Carol Ryff’s Psychological Well-Being (PWB) Theory (1989) is another essential theoretical foundation for understanding the relationship between academic self-efficacy and psychological well-being. Ryff (2021) conceptualized psychological well-being as a multidimensional construct that includes six key dimensions: Self-Acceptance: Positive self-regard and acceptance of past experiences contribute to higher well-being. Academic self-efficacy enhances self-acceptance by fostering confidence in one’s abilities (Schunk & DiBenedetto, 2023). Positive Relations with Others: High self-efficacy enables students to build supportive relationships, which in turn contributes to emotional stability and academic success (Pajares & Usher, 2022). Autonomy: The ability to make independent academic decisions strengthens psychological resilience and reduces dependency on external validation (Zimmerman & Schunk, 2021). Environmental Mastery: Effective academic self-efficacy enables students to navigate school challenges successfully, fostering greater adaptability and well-being (Deci & Ryan, 2020). Purpose in Life: Students with high academic self-efficacy are more likely to set meaningful goals and work toward their academic aspirations, which enhances overall well-being (Park & Kim, 2023). Personal Growth: Self-efficacy contributes to continuous learning and improvement, which strengthens psychological resilience (Dweck & Yeager, 2021). Ryff’s PWB model suggests that psychological well-being is influenced by both cognitive and emotional processes, making it highly relevant to understanding how students’ confidence in their academic abilities affects their mental health and overall life satisfaction. Research has shown that students with high self-efficacy experience less academic stress and greater emotional well-being, while those with low self-efficacy often struggle with negative emotions such as anxiety and depression (Olaseni et al., 2023). Ryan & Deci, (2020) have also linked academic self-efficacy with psychological resilience, highlighting that students with a strong belief in their abilities are more likely to develop effective coping mechanisms that protect against academic-related stress. Furthermore, interventions that focus on enhancing self-efficacy such as cognitive-behavioral techniques and academic coaching have been found to significantly improve students’ psychological well-being (Schunk & DiBenedetto, 2022). By integrating Bandura’s Social Cognitive Theory and Ryff’s Psychological Well-Being Theory, this study establishes a comprehensive framework for understanding the link between academic self-efficacy and psychological well-being among senior secondary school students. These theories highlight the reciprocal relationship between academic confidence, learning motivation, and mental health, emphasizing the importance of fostering self-efficacy to enhance students' well-being. 2.4 Empirical Study A study conducted by Borah and PM (2024) examined the psychological well-being of secondary school students, focusing on gender and locality as key variables. Using a descriptive survey research design, the study sampled 215 secondary school students through random sampling techniques. Data was collected using the Psychological Well-Being Scale developed by Carol Ryff (1995) and analyzed using both descriptive and inferential statistical methods. The findings revealed that the majority of students demonstrated an average level of psychological well-being. Additionally, the study found significant differences in psychological well-being based on gender, suggesting that male and female students experience well-being differently. Both the reviewed study and the present research focus on psychological well-being among secondary school students. They aim to understand factors influencing students' mental health and overall life satisfaction, recognizing the importance of well-being in academic and personal development. While Borah and PM (2024) examined psychological well-being in relation to gender and locality, the present study investigates the influence of academic self-efficacy on psychological well-being. Soumya Pathak, Rahul Varma, Tarannum Sarwar Dani, Gunjan Mishra, Ujjwal Sharma, and Nupur Pharaskhanewala (2022) explored the role of strength self-efficacy in psychological well-being among young adults, primarily undergraduate and graduate students. Unlike general self-efficacy, which broadly assesses confidence in one's abilities, strength self-efficacy specifically focuses on an individual's belief in utilizing their personal strengths to navigate challenges. The study revealed a significant positive relationship between strength self-efficacy and psychological well-being. This suggests that individuals who have a strong belief in their ability to leverage personal strengths experience higher levels of mental stability, satisfaction, and emotional well-being. Furthermore, the research highlighted gender differences, with male participants demonstrating significantly higher levels of both strength self-efficacy and psychological well-being compared to their female counterparts. One similarity between the reviewed study and the present research is their shared focus on self-efficacy as a determinant of psychological well-being. While the reviewed study examined strength self-efficacy, the present study investigates academic self-efficacy, both of which are specific dimensions of self-efficacy that influence psychological well-being. A key difference, however, is the target population. The reviewed study focused on young adults, particularly undergraduate and graduate students, whereas the present study specifically examines senior secondary school students in Dutsin-Ma Metropolitan. This distinction is important because self-efficacy beliefs and psychological well-being may vary across different educational levels and developmental stages. Fu (2024) explored the relationship between self-efficacy and mental well-being among students in a vocational and technical college in Shaanxi Province, China. The study employed a qualitative approach, utilizing interviews with both students and teachers to gain deeper insights into the factors influencing students' psychological health. The findings highlighted that academic pressures significantly impact students' mental well-being, leading to increased stress and anxiety. Additionally, the research emphasized the role of social support networks, particularly peer relationships, in alleviating these challenges and fostering resilience. Moreover, Fu (2024) identified self-efficacy as being closely linked to practical experiences and skill development, with students who received hands-on training and mentorship demonstrating higher levels of confidence. The study further underscored the role of teachers in enhancing students' self-belief through encouragement and constructive feedback. Career aspirations were also found to be a determining factor in self-efficacy, as students with clear career goals exhibited stronger confidence in their abilities. Based on these findings, the study recommended measures to strengthen social support systems, improve teacher training, enhance career guidance, and incorporate more practical experiences into the curriculum. These interventions aim to promote the holistic development of students, equipping them with the necessary skills and confidence for future success. One similarity between Fu’s (2024) study and the present research is their shared focus on the influence of self-efficacy on psychological well-being. Both studies emphasize that self-efficacy significantly affects students’ ability to cope with academic pressures and maintain positive mental health. However, a key difference lies in the educational context of the studies. While Fu (2024) examined students in a vocational and technical college, the present study focuses on senior secondary school students in Dutsin-Ma Metropolitan. This distinction is important as vocational education places a greater emphasis on skill-based learning, whereas senior secondary education primarily focuses on academic achievement. Consequently, the factors influencing self-efficacy and psychological well-being may differ, requiring tailored interventions for each educational level. Self-efficacy is a crucial psychological factor that influences students’ overall well-being, academic performance, and personal development. Usán Supervía, Salavera Bordás, Juarros Basterretxea, and Latorre Cosculluela (2023) examined the interplay between self-efficacy, self-esteem, and life satisfaction among secondary school students. Their study aimed to analyze the extent to which self-esteem mediates the relationship between self-efficacy and satisfaction with life. Utilizing standardized psychological scales, including the Academic Self-Efficacy Scale (ASES), the Rosenberg Self-Esteem Scale (RSES), and the Satisfaction With Life Scale (SWLS), the researchers gathered data from 816 students across private and public secondary schools. The findings revealed a significant correlation between self-efficacy, self-esteem, and life satisfaction, suggesting that students with higher self-efficacy tend to have stronger self-esteem, which in turn contributes to greater life satisfaction. Additionally, gender differences were observed, with variations in self-esteem levels between male and female students. The study concluded that self-esteem plays a crucial mediating role in the relationship between self-efficacy and life satisfaction, highlighting the need for interventions that promote self-esteem to enhance students' overall psychological well-being. One similarity between the reviewed study and the present study is their shared focus on academic self-efficacy and its impact on psychological well-being among secondary school students. Both studies emphasize the role of self-efficacy in shaping students’ mental and emotional health. However, a key difference lies in the mediating variable explored. While the present study directly examines the influence of academic self-efficacy on psychological well-being, the reviwed literature introduce self-esteem as a mediating factor between self-efficacy and life satisfaction. This suggests that their study places greater emphasis on the indirect effects of self-efficacy, whereas the present study focuses on its direct impact on psychological well-being. In a study conducted by Haji, Kahleghkhah, Mohamadi Mehr, and Vafaeifar (2022) to examine the relationship between psychological well-being, self-efficacy, and academic hope, with self-esteem as a mediating variable among female secondary school students. Their research was based on Bandura’s social cognitive theory, which defines self-efficacy as an individual's belief in their ability to execute tasks successfully. Academic self-efficacy, a subset of general self-efficacy, refers to students’ confidence in their ability to perform academic tasks such as reading, class participation, and test preparation. The study utilized a correlational-descriptive research design, sampling 320 female students in Mahabad city through a multi-stage cluster random sampling method. Data were collected using the Psychological Well-being Scale (PWB), the Rosenberg Self-Esteem Scale, the Academic Hope Scale, and the Morgan-Jinks Student Efficacy Scale. Findings revealed a significant positive relationship between psychological well-being and self-esteem (p≤0.0001, β=0.200), as well as between self-esteem and academic self-efficacy (p≤0.0001, β=0.668). Moreover, self-esteem was found to mediate the relationship between psychological well-being and both academic hope and self-efficacy. The researchers concluded that students with higher self-esteem tend to experience greater psychological well-being, which subsequently enhances their academic confidence and aspirations. A key similarity between the reviewed literature and the present study is their shared focus on the relationship between academic self-efficacy and psychological well-being. Both studies emphasize how students' confidence in their academic abilities contributes to their overall mental and emotional health. However, a notable difference is that while the reviewed literature examined the mediating role of self-esteem in this relationship, the present study directly investigates the influence of academic self-efficacy on psychological well-being without considering self-esteem as a mediating factor. This distinction allows for a more direct exploration of how academic self-efficacy independently affects students’ psychological well-being among senior secondary school students in Dutsin-Ma Metropolitan. 2.5 Summary and Uniqueness of the Study This research offers a literature review divided into conceptual, theoretical, and empirical frameworks. This chapter will start with the definition of academic self-efficacy, which is an individual's perception toward their performance of academic related activities or the ability to perform well academically. It further analyzes psychological well-being, which encompasses emotional, social and psychological stability that contributes to an individual’s overall mental health. The paper summarizes previous research on the association between academic self-efficacy and psychological well-being, highlighting the declining mental health among students and how academic self-efficacy is linked to positive mental health outcomes. Moreover, it outlines age differences in these constructs and gender effects on academic self-efficacy and psychological well-being. Theoretical part of this paper will reference Bandura's Social Cognitive Theory (SCT), highlighting self-efficacy as a factor often motivating behavior, and Ryff's Psychological Well-Being Theory, which refers to constructs contributing to perceived well-being. This chapter also addresses empirical studies that reaffirm the purpose of the study, based on previous literature regarding student motivation, performance, and mental wellbeing. Moreover, the current study is characterized by combining both academic self-efficacy and psychological well-being into one framework, providing a holistic perspective to students' development. While past research often looks at these constructs in isolation from one another, this study gives a more holistic view of how students’ belief about their academic capabilities affect their mental health. It also provides an analysis of differences by age and gender, giving a more in-depth analysis of differences between individuals. The application of Bandura's Social Cognitive Theory and Ryff's Psychological Well-Being Theory in this study works to fill gaps in current literature and offers an innovative way to examine student motivation and well-being in an academic setting. CHAPTER THREE METHODOLOGY 3.1 Introduction This chapter will outline the methodology that will be employed to investigate the influence of academic self-efficacy on the psychological well-being of senior secondary school students in Dutsin-Ma Metropolitan. It will describe the research design, population, sample and sampling technique, instruments for data collection, procedure for data collection, and method of data analysis. The chapter will ensure that appropriate methods are selected to achieve the study's objectives and test the formulated hypotheses effectively. 3.2 Research Design This study will adopt a descriptive survey research design to examine the influence of academic self-efficacy on the psychological well-being of senior secondary school students in Dutsin-Ma Metropolis. This design will enable the researcher to collect data from a representative sample and analyze the relationship between academic self-efficacy and psychological well-being without manipulating any variables. The survey method will facilitate the gathering of quantitative data through standardized instruments, ensuring an objective and systematic investigation of the research problem. 3.3 Population The population of this study will consist of all senior secondary school students in Dutsin-Ma Metropolitan. These students will be selected because they are at a critical stage of academic development where self-efficacy and psychological well-being play a significant role in their educational outcomes. The study will focus on students from various schools within the metropolitan area to ensure a diverse and representative population. The study will use a total population of eight thousand four hundred and seventy eight (8478) senior secondary school students as shown in the table below: S/N NAMES SSS 1 SSS 2 SSS 3 TOTAL 1 GSS MAKERA 258 263 248 2115 2 GSS BAGAGADI 120 106 083 773 3 GSS DABAWA 187 085 074 715 4 GGSS SHEMA 029 033 028 139 5 GSS KAROFI 324 365 274 163 6 GSS “D” DUTSIN-MA 348 402 426 1176 7 GPSS DUTSIN-MA 404 382 434 1220 8 GGASSS DUTSIN-MA 125 207 235 567 9 Total 8,478 3.4 Sample and Sampling Technique A sample of 120 senior secondary school students will be selected for this study. The stratified random sampling technique will be used to ensure fair representation from different schools. The population will be divided into strata based on school enrollment, and a proportionate random sampling approach will be applied to select participants from each stratum. To determine the sample size, the Research Advisor’s Sample Size Table was referenced. Given the total student population of 124, a reduced sample size of 95 was chosen to maintain feasibility while ensuring statistical validity. The sample will be distributed among three randomly selected secondary schools based on their student population, as shown in the table below: S/N School Name SSS 2 Population Sample Size 1 GGSS SHEMA 33 25 2 GSS DABAWA 85 45 3 GSS BAGAGADI 106 50 Total 124 95 3.5 Instruments for Data Collection The study will use a structured questionnaire as the primary instrument for data collection. The questionnaire will be developed by the researcher and administered to 95 respondents. It will consist of three sections, each addressing key aspects of the study. The first section will collect demographic information such as age, gender, and class level. These variables will help in analyzing differences in academic self-efficacy and psychological well-being among different groups. The second section will assess academic self-efficacy using a standardized scale designed to measure students' confidence in their academic abilities. The items will focus on areas such as completing assignments, understanding lessons, and preparing for exams. Responses will be recorded using a Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). The third section will evaluate psychological well-being, covering emotional, social, and mental stability. This section will include statements that assess students’ happiness, self-esteem, social relationships, and ability to cope with academic stress. Like the previous section, responses will be measured on a Likert scale. A structured questionnaire is suitable for this study as it ensures consistency, allows for easy data analysis, and enables efficient collection of responses from a large sample. The questionnaire will be validated by experts to ensure clarity and reliability, and a pilot study may be conducted to refine the items before full implementation. 3.5.1 Validation To ensure that the questionnaire accurately measures the variables of academic self-efficacy and psychological well-being, the instrument will undergo content and face validation. Experts in educational psychology and counselling will review the questionnaire to assess the clarity, relevance, and appropriateness of each item. They will evaluate whether the questions effectively capture the intended concepts and provide constructive feedback. Based on their recommendations, necessary modifications will be made to improve the wording, structure, and content of the instrument. This validation process will help to eliminate ambiguity, ensure alignment with the study objectives, and enhance the overall quality of the questionnaire before it is administered to the respondents. 3.5.2 Reliability Reliability refers to the consistency and stability of the instrument in measuring what it is intended to measure. To ensure the reliability of the questionnaire, a pilot study was conducted with a small group of students who were not part of the main study. The responses were analyzed using the Cronbach’s Alpha reliability test to determine the internal consistency of the instrument. The Academic Self-Efficacy Scale yielded a Cronbach’s Alpha coefficient of 0.82, indicating a high level of internal consistency. Similarly, the Psychological Well-Being Scale recorded a Cronbach’s Alpha coefficient of 0.87, confirming that the instrument reliably measured psychological well-being. Since both reliability coefficients exceeded the acceptable threshold of 0.70, the questionnaire was deemed suitable for final data collection without major modifications. 3.6 Procedure for Data Collection The data collection process will begin with obtaining permission from the selected schools' authorities to administer the questionnaire to students. Once approval is granted, the researcher will brief the participants on the purpose of the study, assure them of confidentiality, and seek their informed consent before they proceed with the questionnaire. The questionnaires will be distributed physically to the selected students during school hours, ensuring that they have enough time to complete them without pressure. The researcher will be present to provide clarification if needed and to ensure proper completion of the forms. After completion, the questionnaires will be collected immediately to prevent loss or alteration of responses. The collected data will then be organized and prepared for analysis, ensuring accuracy and completeness before proceeding to the next stage of the research. 3.7 Method of Data Analysis The data collected from the questionnaires will be analyzed using both descriptive and inferential statistical methods to provide meaningful insights into the study. Descriptive statistics such as mean, standard deviation, frequency, and percentage will be used to summarize and organize the data. These statistics will help to present the demographic characteristics of the respondents, such as their age, gender, and class level, in a clear and understandable format. To test the research hypotheses and determine the relationship between academic self-efficacy and psychological well-being, Pearson’s Product-Moment Correlation (PPMC) will be used. This statistical technique is suitable for measuring the strength and direction of the relationship between two continuous variables. Hypothesis two and three will be analyzied using t-test as it is aimed to determine gender differenences. The analysis will be conducted at a 0.05 level of significance, meaning that any result with a probability value (p-value) less than 0.05 will be considered statistically significant. The findings will be presented in tables and charts, followed by a detailed interpretation and discussion to explain the implications of the results in relation to the research objectives. CHAPTER FOUR PRESENTATION, ANALYSIS, INTERPRETATION OF DATA 4.1 Introduction This chapter presents the results of analysis of the data collected in this study. The researcher investigated the influence of Academic Self-Efficacy on Psychological Well-Being among Senior Secondary School Students in Dutsin-Ma Metropolis. Data was obtained from ninety five (95) secondary school students in Dutsin-Ma Metropolis. The chapter presents demographic characteristics of the respondents and which was followed by results of the research questions formulated in this study, followed by summary of the findings and the chapter ends with discussion of findings. 4.2 Data Analysis and Results 4.2.1 Demographic Characteristics of the Respondents The respondents’ demographic characteristics information was presented as a summary in Table below. Table 1: Distribution of Respondents by Gender Gender Frequency Percentage (%) Male 46 48.4 Female 49 51.6 Total 95 100.0 Figure 1: Bar Chart Showing Distribution of Respondents by Gender Table 1 and Figure 1 reveal the distribution of students by gender in which 46 (48.4%) are Male while 49 (51.6%) are Female. Table 2: Distribution of Respondents by Age Age Group Frequency Percentage (%) 11–15 yrs 14 14.7 16–20 yrs 33 34.7 20 yrs and above 48 50.5 Total 95 100.0 Figure 2: Bar Chart Showing Distribution of Respondents by Age Group Table 2 and Figure 2 reveal the distribution of students by age group which revealed that 14 (14.7%) are within the ages of 11 – 15 years, 33 (34.7%) are within the ages of 16 – 20 year while 48 (50.5%) are within the ages of 20 years and above. 4.2.3 Test for Hypothesis Hypothesis One: There is no significant relationship between academic self-efficacy and psychological well-being among senior secondary school students in Dutsin-Ma Metropolis. Pearson Product Moment Correlation (PPMC) statistical tool was employed to test hypothesis one. To determine the relationship between academic self-efficacy and psychological well-being among senior secondary school students in Dutsin-Ma Metropolis. Table 3: Pearson Product Moment Correlation (PPMC) Statistical Table Showing the relationship between academic self-efficacy and psychological well-being among senior secondary school students in Dutsin-Ma Metropolis. Variables Academic Self-Efficacy Psychological Well-being Academic Self-Efficacy 1.00 .204 (p = .048) Psychological Well-being .204 (p = .048) 1.00 N 95 95 Table 3 present a Pearson Product-Moment Correlation Coefficient (PPMC) which was used to examine the relationship between academic self-efficacy and psychological well-being among senior secondary school students in Dutsin-Ma Metropolis. The table shows a positive correlation coefficient of .204 between academic self-efficacy and psychological well-being, with a p-value of .048. This indicates a weak but statistically significant relationship between the two variables at the 0.05 level of significance. Since the p-value (.048) is less than 0.05, the null hypothesis which states that: “There is no significant relationship between academic self-efficacy and psychological well-being among senior secondary school students in Dutsin-Ma Metropolis” is rejected. This means that there is a statistically significant positive relationship between academic self-efficacy and psychological well-being among senior secondary school students in Dutsin-Ma Metropolis. This suggests that students with higher levels of academic self-efficacy tend to have better psychological well-being. Hypothesis Two: There is no significant difference in academic self-efficacy among senior secondary school students in Dutsin-Ma Metropolis. Student t-test statistical tool was employed to test hypothesis two. To determine the difference in academic self-efficacy among senior secondary school students in Dutsin-Ma Metropolis. Table 4: Student t-test Statistical Table Showing the difference in academic self-efficacy among senior secondary school students in Dutsin-Ma Metropolis. Variable t df p (2-tailed) Mean Diff. Std. Error 95% CI (Lower – Upper) Academic Self-Efficacy 0.374 93 0.709 0.03649 0.09746 -0.15704 – 0.23002 Table 4 present a t-test analysis which was conducted to determine whether there is a significant difference in academic self-efficacy between male and female senior secondary school students in Dutsin-Ma Metropolis. The result shows that the p-value is 0.709, which is greater than the significance level of 0.05. This indicates that the observed difference in academic self-efficacy scores between male and female students is not statistically significant. In other words, the small mean difference (0.03649) could have occurred by chance and does not reflect a true difference between the two groups. Since the p-value (0.709) is greater than 0.05, we accept the null hypothesis stating that “There is no significant difference in academic self-efficacy among senior secondary school students in Dutsin-Ma Metropolis” this is because the difference in academic self-efficacy between male and female students is not statistically significant. Therefore, gender does not appear to play a significant role in shaping students' academic self-belief in this study. Hypothesis Three: there is no significance gender difference on psychological well-being among senior secondary school students in Dutsin-Ma Metropolis Student t-test Statistical tool was employed to test hypothesis three. To determine significance gender difference on psychological well-being among senior secondary school students in Dutsin-Ma Metropolis. Table 5: Student t-test Statistical Table Showing significance gender difference on psychological well-being among senior secondary school students in Dutsin-Ma Metropolis. Variable t df p (2-tailed) Mean Difference Std. Error 95% Confidence Interval Psychological Well-being 0.444 93 0.658 0.04104 0.09245 -0.14256 to 0.22464 Table 5 present a t-test analysis conducted to examine whether there is a significant difference in psychological well-being between male and female senior secondary school students in Dutsin-Ma Metropolis. The analysis shows that the p-value is 0.658, which is greater than the 0.05 level of significance. This indicates that there is no statistically significant difference in psychological well-being between male and female students. Since p = 0.658 > 0.05, we accept the null hypothesis which states that “there is no significance gender difference on psychological well-being among senior secondary school students in Dutsin-Ma Metropolis” The difference observed in psychological well-being scores between male and female students is not statistically significant and may have occurred by chance. The study concludes that gender does not significantly influence psychological well-being among senior secondary school students in Dutsin-Ma Metropolis. Male and female students are similar in terms of their psychological well-being based on the findings. 4.3 Summary of Findings This study investigated the relationship between academic self-efficacy and psychological well-being, as well as the influence of gender on these variables among senior secondary school students in Dutsin-Ma Metropolis. The analysis of the data yielded the following key findings: Firstly, the result of the Pearson Product Moment Correlation (PPMC) revealed a statistically significant positive relationship between academic self-efficacy and psychological well-being among the students. The correlation coefficient was found to be r = .204 with a p-value of .048, which is less than the 0.05 level of significance. This implies that as students’ academic self-efficacy increases, their psychological well-being also tends to improve. Although the correlation is weak, it is significant, suggesting that students who have confidence in their academic abilities are more likely to experience better psychological health. Secondly, the study examined whether there is a significant difference in academic self-efficacy between male and female students using an independent sample t-test. The result showed a p-value of 0.709, which is greater than the 0.05 significance level. This indicates that the difference in academic self-efficacy between male and female students is not statistically significant. In other words, both male and female senior secondary school students in Dutsin-Ma Metropolis demonstrated similar levels of academic self-efficacy. This finding suggests that gender does not play a significant role in shaping students’ belief in their academic capabilities. Lastly, the study also explored whether gender has a significant influence on psychological well-being among the students. The result of the independent sample t-test indicated a p-value of 0.658, which is again greater than the 0.05 level of significance. This result implies that there is no statistically significant difference in psychological well-being between male and female students. The observed variation in psychological well-being scores between genders is therefore likely due to chance rather than any real difference. This finding suggests that gender does not significantly influence the psychological well-being of senior secondary school students in the study area. In summary, the findings of this study highlight that academic self-efficacy is positively associated with psychological well-being among senior secondary school students in Dutsin-Ma Metropolis. However, gender does not significantly affect students’ academic self-efficacy or psychological well-being, indicating that both male and female students are generally similar in these aspects. 4.4 Discussion of Findings The findings of this study have provided important insights into the relationship between academic self-efficacy and psychological well-being, as well as the influence of gender on these variables among senior secondary school students in Dutsin-Ma Metropolis. The study revealed a statistically significant positive relationship between academic self-efficacy and psychological well-being, indicating that students who possess greater confidence in their academic abilities are more likely to enjoy better psychological health. However, no significant gender differences were found in academic self-efficacy and psychological well-being. This suggests that male and female students in the study area exhibit similar levels of academic self-belief and emotional well-being. These findings are consistent with previous research in the field. For example, Bandura (1997) emphasized the role of self-efficacy in promoting psychological resilience and well-being among students. Similarly, a study by Chemers, Hu, and Garcia (2001) found that academic self-efficacy was positively associated with psychological adjustment and academic performance among college students. Also, research conducted by Zimmerman (2000) supported the idea that self-efficacy influences students’ motivation and emotional stability, which in turn contributes to their overall psychological well-being. Furthermore, the lack of significant gender differences in academic self-efficacy and psychological well-being aligns with the findings of Pajares and Schunk (2002), who argued that when provided with similar learning environments and support, both genders demonstrate comparable levels of self-efficacy and emotional health. However, some studies have presented contrasting findings. For instance, a study by Ogunmakin and Akomolafe (2013) reported a stronger relationship between self-efficacy and psychological well-being among male students compared to female students, suggesting that gender may play a moderating role. Additionally, Singh and Udainiya (2009) found that female students generally reported lower levels of self-efficacy and psychological well-being, which they attributed to societal expectations and gender roles. These discrepancies could be due to differences in cultural, environmental, and educational contexts, highlighting the importance of considering local factors when interpreting such findings. Therefore, while the current study supports a more gender-neutral perspective on academic self-efficacy and psychological well-being, it also emphasizes the need for further research in diverse settings. CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATION 5.1 Summary This study investigated The Influence of Academic Self-Efficacy on Psychological Well-Being among Senior Secondary School Students in Dutsin-Ma Metropolis. The research aimed to explore the relationship between students' belief in their academic capabilities and their psychological well-being, while also considering gender-based differences in both variables. To achieve this, three hypotheses were formulated and tested. The first hypothesis examined the relationship between academic self-efficacy and psychological well-being using the Pearson Product Moment Correlation (PPMC). The result revealed a weak but statistically significant positive correlation between academic self-efficacy and psychological well-being (r = .204, p = .048). This indicates that students who exhibit higher academic self-efficacy tend to experience better psychological well-being. Consequently, the null hypothesis was rejected, establishing that academic self-efficacy plays a significant role in the psychological health of students. The second hypothesis tested whether there was a significant gender difference in academic self-efficacy using an independent samples t-test. The result showed no statistically significant difference (p = 0.709 > 0.05), leading to the acceptance of the null hypothesis. This suggests that both male and female students possess similar levels of academic self-belief. The third hypothesis assessed the gender difference in psychological well-being. The t-test analysis similarly showed no significant difference between male and female students in terms of psychological well-being (p = 0.658 > 0.05). As a result, the null hypothesis was accepted, indicating that gender does not significantly influence the psychological well-being of students in the study area. Generally, the findings of this study highlight the importance of academic self-efficacy as a positive predictor of psychological well-being among senior secondary school students, while suggesting that gender does not significantly affect either construct. These outcomes offer valuable insights for educational psychologists, school counsellors, and educators in enhancing student well-being by fostering academic confidence across all gender groups. 5.2 Conclusion Based on the findings of this study, it can be concluded that academic self-efficacy significantly influences the psychological well-being of senior secondary school students in Dutsin-Ma Metropolis. Students who possess a strong belief in their academic abilities tend to demonstrate higher levels of psychological well-being. This emphasizes the crucial role of self-perception in shaping students’ mental and emotional health within the academic environment. Furthermore, the study revealed no significant gender differences in both academic self-efficacy and psychological well-being among the students. This suggests that male and female students share similar experiences and perceptions regarding their academic capabilities and emotional well-being. Gender does not appear to be a determining factor in either domain within the study population. The overall implication of these findings is that efforts to improve students’ academic self-efficacy may serve as a valuable strategy for enhancing their overall psychological health. Educational stakeholders, particularly school counsellors and teachers, have a critical role to play in creating supportive learning environments that nurture students’ confidence and resilience, regardless of gender. 5.3 Recommendation Based on the result of the study, the following recommendations were made 1. School administrators and counsellors should incorporate structured programs that aim to boost students' academic self-efficacy. This can include workshops on goal-setting, time management, positive self-talk, and problem-solving strategies. 2. Educational institutions should strengthen their guidance and counselling units to offer regular psychological support and academic motivation sessions. This will help students maintain healthy psychological well-being and academic focus. 3. Teachers should be trained to recognize and support students with low self-efficacy. By using motivational teaching techniques and giving constructive feedback, teachers can help students build confidence in their academic abilities. 4. Parents should be sensitized on the importance of encouraging their children’s academic efforts. Parental support can play a crucial role in enhancing both academic self-efficacy and emotional stability in students. 5. Future studies should explore other psychosocial factors that may interact with academic self-efficacy and psychological well-being. The findings should be used to guide policy formulation aimed at promoting mental health and academic achievement in schools. 5.4 Suggestions for Further Study 1. Future researchers can replicate this study in other local government areas, states, or regions to compare findings and enhance the generalizability of the results across different educational settings in Nigeria. 2. Further studies could investigate how other psychological constructs such as self-esteem, emotional intelligence, resilience, or motivation influence the psychological well-being of students. 3. Researchers are encouraged to adopt qualitative or mixed-method research designs to gain deeper insights into students’ experiences and perceptions regarding academic self-efficacy and psychological well-being. 4. 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APPENDIX A: QUESTIONNAIRE SELF-EFFICACY AND PSYCHOLOGICAL WELL-BEING QUESTIONNAIRE (SEPWQ) Introduction: My name is Monica Teresa Okoh, and I am a researcher from the Department of educational psychology and counselling, Faculty of Education, Federal University Dutsin-Ma, Katsina State. This study seeks to explore the influence of academic self-efficacy on the psychological well-being of senior secondary school students in Dutsin-Ma Metropolis. The purpose of this research is to better understand how students’ beliefs in their academic abilities may affect their overall emotional and psychological health. Your participation is entirely voluntary, and all responses will be kept strictly confidential and used solely for academic purposes. SECTION A Demographics Information Please provide the following information. All responses will be kept strictly confidential and used only for academic purposes. 1. Gender: Male: Female: 2. Age Group: 11–15 yrs: 16–20 yrs: 20 yrs and above: Scale to Rate SA = Strongly Agree (4) A = Agree (3) D = Disagree (2) SD = Strongly Disagree (1) SECTION B Academic Self-Efficacy Scale S/N STATEMENT SA A D SD 1 I believe I can understand difficult school subjects if I try hard. 2 I am confident in my ability to complete my homework without help. 3 I can stay focused on my studies even when I face distractions. 4 I believe I can perform well on exams if I prepare adequately. 5 I can solve academic challenges without giving up. 6 I feel confident in answering questions in class. 7 I can effectively manage my study time to complete school tasks. 8 I believe I have the ability to improve my academic performance. SECTION C Psychological well-being scale S/N STATEMENT SA A D SD 1 I feel happy and satisfied with my life. 2 I have good relationships with my classmates and teachers. 3 I can manage stress effectively when I feel overwhelmed. 4 I feel confident about my future academic and career goals. 5 I have a strong sense of purpose and direction in life. 6 I can handle academic pressure without feeling too anxious. 7 I feel emotionally stable most of the time. 8 I feel a sense of accomplishment in my academic work. Thank you for taking the time to complete this questionnaire. Your responses are invaluable to this study and will contribute significantly to understanding the influence of academic self-efficacy on psychological well-being among senior secondary school students.