This study investigated Self-efficacy and Achievement Motivation as predictors of students’ achievement in summary writing among senior secondary school students in Ibadan Metropolis. The descriptive research design of correlational type was adopted. Simple random sampling technique was used to select five senior secondary schools from Ibadan North Local Government Area of Oyo State while one intact class of SSII students was randomly selected from each school making a total of 200 students who participated in the study. Three instruments were used for data collection Summary Writing Achievement Test (r=0.79), Students’ Self-efficacy Questionnaire (r=0.87) and Achievement Motivation Questionnaire (r=0.81). Data were analyzed using Pearson Product Moment Correlation and Multiple Regression at 0.05 level of significance. Findings revealed that Achievement Motivation(r = 0.719), and Self-efficacy(r = .595 positively correlated with achievement in English summary writing; the joint contribution of Self-efficacy and Achievement Motivation to Achievement in English summary writing was significant. (F = 7.422; P<.05); self-efficacy (â = .355) and 2,197 achievement motivation (â = .573) contributed to students’ achievement in English summary writing. It is thus recommended that English language teachers should be exposed to regular training workshops, conferences, seminars and symposia to constantly update their knowledge of these psychological variables that could influence students’ achievement in it
Isaac Nnam Ohia. Affective Factors Influencing Students’ Achievement in Summary Writing in Ibadan Metropolis. International Journal of Arts and Social Sciences Education, 5 (1), 14-23.