Self Esteem, Motivation, Time Management and Academic Adjustment of Guidance and Counselling Undergraduate Students in the University of Uyo

Abstract

This study examined the influence of self-esteem, motivation, and time management on the academic adjustment of Guidance and Counselling undergraduates at the University of Uyo. Three research questions and three null hypotheses were formulated to guide the study. A correlational research design was used for the study. The population of the study comprised 849 registered Guidance and Counselling undergraduate students at the University of Uyo as of the 2023/2024 academic session. Simple random sampling techniques were used in selecting 272 students for the study. Data was collected using a researcher-developed instrument named "Self-Esteem, Motivation, Time Management Questionnaire (SEMTMQ) and Academic Adjustment Questionnaire (AAQ)." The instruments were subjected to face validation by three experts. The internal reliability coefficients of SEMTMQ and AAQ were .84 and .86, respectively, determined using Cronbach's alpha statistical analysis. The simple linear regression statistic was used to answer the research questions and test the null hypotheses at the 0.05 alpha level of significance. The findings of the study revealed that motivation and time management significantly predict academic adjustment among students. The result also revealed that self-esteem does not significantly predict academic adjustment among students. It was recommended, among others, that counsellors should encourage students to undergo continuous professional development programmes that enhance their time management for effective integration of healthy practices in adjustment.