Academic Self-Concept and Study Habit among Senior Secondary School Students in Uyo Local Government Area

This study explores the relationship between academic self-concept and study habits among senior secondary school students in Uyo Local Government Area. Academic self-concept refers to a student’s perception of their academic abilities, which significantly influences their motivation, engagement, and learning strategies. Study habits, on the other hand, involve consistent patterns and behaviors in organizing study sessions and completing academic tasks. Using a correlational research design, data were collected from a sample of 200 students through structured questionnaires: the Academic Self-concept Rating Scale (ASRS) and the Study Habit Rating Scale (SHRS). The findings revealed a significant relationship between academic self-concept and study habits, specifically in three areas: homework/assignment engagement, time allocation, and reading/note-taking practices. Students with a high academic self-concept were found to engage more actively in homework and assignments, allocate their study time more effectively, and employ better note-taking strategies. Conversely, those with a low academic self-concept displayed inconsistent study habits, including procrastination and a lack of focus during study sessions. The results suggest that a positive academic self-concept encourages students to value their abilities, embrace challenges, and develop effective learning strategies. These students are more likely to persist through academic difficulties, demonstrate resilience, and achieve higher academic performance.