Abstract

This study investigated some of the factors influencing learning intention of Senior Secondary School Students in Ibadan Metropolis, Nigeria. The study adopted a descriptive survey research design of an expo-facto. A multi-stage random sampling technique was used in selecting ten (10) secondary schools from five local governments within Ibadan metropolis. Stratified random sampling technique was thereafter used to select five private secondary schools and five public schools. A total of three hundred (300) participants were involved in the study. The research instruments used for data collection were students’ learning intention certainly scale (α = 0.73) Emotional intelligence Behaviour Inventory (α = 0.79), Academic motivations scale (α = 0.77), Academic self-efficacy scale (α =0.89), Parental involvement Scale (α=0.72), and Academic locus of control scale (α=0.74). Data were analysed using Pearson’s Product Movement Correlation and Multiple Regression analysis at 0.05 level of significance. The independent variables (emotional intelligence, academic motivation, academic self-efficacy, locus of control, gender and parental influence) joined together significantly predict learning intention F (6, 260) = 21.906; p<0.05). The findings further indicated that emotional intelligence (r=314, p<0.05), academic motivation (r=409, p<0.05), academic self-efficacy (r=252, p<0.05) and Academic locus of control (r=229, p<0.05) separately made significant of learning intention except parental involvement which did not. Academic motivation was the most potent factor influencing learning intention. Based on these findings, psychological intervention should be adopted in fostering students’ learning intention so as to improve their level of their academic performance.