Parental influence, career-related variables, self-efficacy and educational aspiration : |bpredictors of academic achievement among secondary school children in Nigeria

Abstract

The study examines the influence of parental influence and career-related variables on academic achievement being one of the fundamental factors in educational and career development process that paves way to the translation of career choice, interest and goals into action directly and indirectly through the mediation of academic self-efficacy and educational aspiration. The study was based on the theoretical foundation of Social Cognitive Career Theory (SCCT) and Donald Super theory of career development. The study used a valid sample of 502 drawn through stratified random sampling technique from 28 randomly selected secondary schools in three metropolitan educational zones. Data was collected using a questionnaire that measured seven constructs. However, data collected was analyzed using SPSS version 20 and Amos Software version 18. Path analysis was employed in analysing the data and findings reveal that parental education and parental academic motivation as component of parental influence significantly and positively affect academic self-efficacy while all parental education and parental involvement significantly and positively influence educational aspiration. On the other hand, only vocational outcome expectation as a component of career-related component variables significantly and positively influenced academic self-efficacy. However, no significant direct relationships between academic self-efficacy, educational aspiration and academic achievement were found. Moreover, no mediation effect of academic self-efficacy and educational aspiration in the relationship between parental influence, career-related variables and academic achievement. Theoretically, the findings of the study support the preposition of SCCT involving strong correlation between vocational outcome expectation and self-efficacy. The study provides a ground for new policy initiatives to connect guidance with major public policy to enhance educational efficiency and outcome for young people. The study recommends that school administrators’ should improve parental involvement by bridging the gap between home and school and ensure that functional guidance and counselling services are provided to cater for the students’ educational, career and personal needs