Study of the Relationship Between Academic Self-Efficacy and Study Habits Among Secondary School Students in Ondo State

Academic self-efficacy, the belief in one's ability to perform academic tasks, is theoretically linked to the quality and consistency of study behaviour, and understanding this relationship in South West Nigerian secondary schools informs guidance counsellor intervention priorities. This study examined the relationship between academic self-efficacy and study habits among Senior Secondary School students in Ondo State, South West Nigeria. A correlational survey was conducted among 280 SS2 students from seven schools in Akure North and Akure South LGAs using stratified sampling. The Academic Self-Efficacy Scale and the Study Habits Inventory were administered. Pearson correlation and multiple regression were used. Results showed a significant positive correlation between academic self-efficacy and total study habits scores (r = 0.58, p < 0.001). Self-efficacy predicted organised study schedule maintenance (beta = 0.45, p < 0.001), note-taking quality (beta = 0.37, p < 0.001), and examination revision regularity (beta = 0.41, p < 0.001). Students in the highest self-efficacy quartile showed 23.4 percent higher study habit adequacy scores than those in the lowest quartile. No significant gender difference in self-efficacy was found, but females showed higher scores on organised study schedule maintenance. The study recommends self-efficacy building interventions such as study skills coaching delivered by school counsellors, peer tutoring programmes, and academic success workshops for underperforming students in Ondo State secondary schools. Keywords: academic self-efficacy, study habits, secondary school students, Ondo State, school guidance