MOTIVATION AS A COROLLATE OF SCHOOL ADJUSTMENT OF FIRST YEAR EARLY CHILDHOOD UNDERGRADUATES IN KWARA STATE

Abstract

This study investigated the relationship between motivation and school adjustment among first-year Early Childhood Education undergraduates in Kwara State University. The research adopted a descriptive design of correlational type, involving 130 participants from federal and state universities. A researchers' designed instrument was used to gather data. The validity of the instrument was established through face and content validity by expert in the field of test measurement and evaluation, with a reliability coefficient of 0.80 established through the test-retest method. Both descriptive and inferential statistics of the percentage, mean, percentage, Pearson correlation and the independent sample t-test were employed for data analysis. Findings revealed that undergraduates exhibited high levels of self-motivation (weighted average = 3.01) and school adjustment (weighted average = 3.17). A significant positive relationship was found between self-motivation and school adjustment (r = 0.151, p < 0.05). However, there were no significant differences in self-motivation or adjustment based on school type (p > 0.05). It was concluded that motivated students were more likely to adapt well academically, socially, and emotionally to the university environment. The study recommends the implementation of programmes aimed at enhancing student motivation and adaptation, such as mentorship initiatives, motivational workshops, and counseling services.

Keyword: Motivation, Correction,  Social Adjustment, Early Childhood, Undergraduates