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首页> 外文期刊>International Journal of Applied Environmental Sciences >Relationships among Goal Setting, Time Management and Academic Achievement Motivation of Secondary School Students in Ebonyi State, Nigeria
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Relationships among Goal Setting, Time Management and Academic Achievement Motivation of Secondary School Students in Ebonyi State, Nigeria

机译：尼日利亚伊尼尼州中学生的目标设定，时间管理和学术成就动机的关系

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摘要

This study investigated the relationships among goal setting, time management and academic achievement motivation of secondary school students in Ebonyi State, Nigeria. Five research questions and four hypotheses guided the study. Correlation research design was adopted for the study. The population of the study comprised 22,298 Senior Secondary Ⅱ (S.S.2) students of Public Secondary Schools in Ebonyi State. Random sampling technique was used to compose the sample for the study. In all. 1.200 respondents in S.S 2 were randomly composed from twelve (12) public schools (four schools per education zone). A modified version of Study Habit Inventory by Bakare (1977), Students Problem Inventory by Bakare (1977), and Students Behaviour Inventory by Ekennia (1991) were used to collect data. The data obtained were analyzed using linear model, multiple correlation procedure, t-test and multiple regressions. The findings revealed that there is a positive relationship between the independent variables (goal setting and time management) and the dependent variable (academic achievement motivation) of secondary school students. In addition, the data also revealed that all the null hypotheses (1, 2, 3 and 4) were rejected since there is a significant relationship between goal setting and time management of secondary school students in Based on these findings, it was recommended that counselling units be established in every public secondary school in the State and education authority should endeavour to post trained Guidance counsellors to these schools for effective educational counselling.
机译：本研究调查了尼日利亚伊伯利州中学生的目标设定，时间管理和学术成就动机的关系。五项研究问题和四个假设引导了这项研究。研究采用相关研究设计。该研究人口在伊伯利国公共中学的22,298名高中Ⅱ（S.2）。随机采样技术用于构成研究的样本。在所有。 1.200在S.2中的受访者从十二（12）公立学校（每个教育区四所学校）随机组成。 Bakare（1977年）的学习习惯清单的修改版本，Bakare（1977年）的学生问题库存和Ekennia（1991年）的学生行为库存被用来收集数据。使用线性模型，多个相关过程，T检验和多元回归分析所获得的数据。研究结果显示，独立变量（目标设定和时间管理）与中学生的依赖变量（学术成就动机）之间存在积极关系。此外，数据还透露，由于中学生基于这些发现的中学生目标和时间管理之间存在显着关系，因此拒绝所有空假设（1,2,3和4），建议咨询在国家和教育机构的每一所公共中学建立单位，应努力将培训的指导顾问发布到这些学校有效的教育咨询。

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