Home / Current Issue / Paper 1723930
Restoring Trust in Education Preparing Future-Ready Citizen for the Knowledge Economy Students Motivation, Aspirations, Engagement and Educational Success in Contemporary Society in Boki Local Government Area in Cross River State Nigeria
Subject area: Management and Commerce · Area of research: Security and Conflict Management
DOI: 10.64388/IREV10I4-1723930
Abstract
This study examined students’ motivation, aspirations, engagement and educational success in contemporary society in Boki Local Government Area of Cross River State, Nigeria, within the broader conference theme, Restoring Trust in Education: Preparing Future-Ready Citizens for the Knowledge Economy. The study was guided by three objectives: to examine the influence of students’ motivation on educational success; determine the relationship between students’ educational aspirations and educational success; and assess the influence of students’ engagement on educational success. A correlational survey design was adopted. Data were collected from students using a structured questionnaire. Descriptive statistics, Pearson Product Moment Correlation (PPMC), and multiple regression analysis were employed to analyse the data at the 0.05 level of significance. The findings revealed that students’ motivation had a significant positive relationship with educational success, indicating that motivated students demonstrated stronger commitment to learning and achieved better academic outcomes. Educational aspirations also showed a significant positive relationship with educational success, suggesting that students with clear and realistic educational goals were more likely to demonstrate persistence and academic achievement. Furthermore, students’ engagement significantly predicted educational success, with active participation in classroom activities, learning tasks and school programmes contributing substantially to positive educational outcomes. The study concludes that restoring trust in education requires deliberate efforts to strengthen students’ motivation, aspirations and meaningful engagement as foundations for developing future-ready citizens. It recommends strengthened career guidance and mentorship programmes; provision of supportive learning environments and recognition systems that enhance students’ motivation; and increased parental, teacher and community support for students’ educational aspirations and active engagement in learning.
Keywords
students’ motivation; educational aspirations; student engagement; educational success; knowledge economy
References
[1] Bandura A (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
[2] Bandura A (1997). Self-efficacy: The exercise of control. W. H. Freeman.
[3] Becker GS (1993). Human capital: A theoretical and empirical analysis, with special reference to education. 3rd ed. University of Chicago Press.
[4] Federal Republic of Nigeria (2013). National policy on education. 6th ed. Nigerian Educational Research and Development Council.
[5] Fredricks JA, Blumenfeld PC, Paris AH (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
[6] Kriegbaum K, Becker N, Spinath B (2018). The relative importance of intelligence and motivation as predictors of school achievement: A meta-analysis. Educational Research Review, 25, 120–136. https://doi.org/10.1016/j.edurev.2018.10.001
[7] Okotie SE, Adeyemi FT (2019). Achievement motivation as predictor of academic achievement of senior secondary school students in Mathematics Edo State, Nigeria. Journal of Education, Society and Behavioural Science, 32(4), 1–9. https://doi.org/10.9734/jesbs/2019/v32i430179
[8] Onete OU, Edet PB, Udey FU, Ogbor BP (2012). Academic performance: A function of achievement motivation among education students of Cross River University of Technology, Calabar. Review of Higher Education in Africa, 4, 63–83.
[9] Organization for Economic Co-operation and Development (2019). OECD future of education and skills 2030: OECD learning compass 2030. OECD Publishing.
[10] Ryan RM, Deci EL (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
[11] Wong ZY, Liem GAD, Chan M, Datu JAD (2024). Student engagement and its association with academic achievement and subjective well-being: A systematic review and meta-analysis. Journal of Educational Psychology, 116(1), 48–75. https://doi.org/10.1037/edu0000833
[12] World Bank (2018). World development report 2018: Learning to realize education’s promise. World Bank.
[13] World Economic Forum (2023). The future of jobs report 2023. World Economic Forum.
How to cite this paper
@article{1723930,
author = {Obi Simon Nku, Dr. Amos William Obeten, Bekom, David Otu, Ochiche, Donatus Ugan},
title = {Restoring Trust in Education Preparing Future-Ready Citizen for the Knowledge Economy Students Motivation, Aspirations, Engagement and Educational Success in Contemporary Society in Boki Local Government Area in Cross River State Nigeria},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {10},
number = {4},
pages = {1885-1897},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1723930.pdf},
abstract = {This study examined students’ motivation, aspirations, engagement and educational success in contemporary society in Boki Local Government Area of Cross River State, Nigeria, within the broader conference theme, Restoring Trust in Education: Preparing Future-Ready Citizens for the Knowledge Economy. The study was guided by three objectives: to examine the influence of students’ motivation on educational success; determine the relationship between students’ educational aspirations and educational success; and assess the influence of students’ engagement on educational success. A correlational survey design was adopted. Data were collected from students using a structured questionnaire. Descriptive statistics, Pearson Product Moment Correlation (PPMC), and multiple regression analysis were employed to analyse the data at the 0.05 level of significance. The findings revealed that students’ motivation had a significant positive relationship with educational success, indicating that motivated students demonstrated stronger commitment to learning and achieved better academic outcomes. Educational aspirations also showed a significant positive relationship with educational success, suggesting that students with clear and realistic educational goals were more likely to demonstrate persistence and academic achievement. Furthermore, students’ engagement significantly predicted educational success, with active participation in classroom activities, learning tasks and school programmes contributing substantially to positive educational outcomes. The study concludes that restoring trust in education requires deliberate efforts to strengthen students’ motivation, aspirations and meaningful engagement as foundations for developing future-ready citizens. It recommends strengthened career guidance and mentorship programmes; provision of supportive learning environments and recognition systems that enhance students’ motivation; and increased parental, teacher and community support for students’ educational aspirations and active engagement in learning.},
keywords = {students’ motivation; educational aspirations; student engagement; educational success; knowledge economy},
month = {October},
doi = {https://doi.org/10.64388/IREV10I4-1723930}
}