SELF-CONCEPT AS PREDICTORS OF PSYCHOLOGICAL WELL-BEING AMONG STUDENTS IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

This study examined self-concept as predictor of psychological well-being of students in public secondary schools in Anambra State. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. The study adopted correlational research design. The population of the study comprised 20,560 students in public secondary schools in six Education Zones in Anambra State. The sample size for the study was 1,028 students drawn from the population of the study. The sample comprised 5% of the total population of students. Stratified random sampling technique was used to select the sample. The instruments for data collection were Self-Concept Scale (SCS) and Psychological Well-Being Scale (PWBS). The instruments were validated by three experts from Chukwuemeka Odumegwu Ojukwu University. The reliability of the instrument was determined using Cronbach Alpha Coefficient method which gave coefficient of 0.82 and 0.81. Data were collected using on-the-spot delivery method. Simple linear regression analysis was used for data analysis. The study revealed that self-concept (r = 0.826; p < 0.000), and self-concept on male and female students (r = 0.823; p < 0.000) have positive and significant predictive values on psychological well-being among students in public secondary school in Anambra State. The study concluded that self-concept positively and significantly predict psychological well-being among students in public secondary school in Anambra State. The study recommended among others that special attention should be given to ensure that both male and female students are equally encouraged and empowered to believe in their academic abilities and personal value, irrespective of societal expectations or gender norms.