Self-Efficacy and Academic Persistence Among Adult Distance Learners at National Open University of Nigeria

This study examined the relationship between academic self-efficacy and persistence among adult distance learners enrolled at the National Open University of Nigeria study centres in Enugu and Anambra States, South East Nigeria. Adult distance learners face distinctive persistence challenges due to geographic isolation, limited peer interaction, and the need to self-regulate learning alongside competing adult responsibilities; yet self-efficacy as a predictor of persistence in NOUN's South East study centres has not been empirically examined. The study employed a quantitative cross-sectional survey design involving 250 adult learners drawn from four study centres. The Academic Self-Efficacy Scale, a validated distance learner persistence intention measure, and a background demographic questionnaire formed the data collection instruments. Structural equation modelling was used to examine direct and mediated relationships. Results demonstrated that academic self-efficacy had a strong direct positive effect on persistence intention, with social support and study environment quality serving as significant partial mediators. Learners enrolled in science-related programmes reported lower self-efficacy than arts and social sciences students, suggesting discipline-specific vulnerabilities. Learners with prior higher education experience demonstrated significantly higher self-efficacy than first-generation degree students. The study recommends integrating self-efficacy development workshops into NOUN's orientation programmes for new adult learners, establishing peer mentoring schemes across study centres, and designing online study group structures that simulate the social learning benefits of campus-based education. Keywords: self-efficacy, academic persistence, distance learning, adult learners, National Open University of Nigeria.