Motivation and Learning Behaviour Among Junior Secondary School Students in Akwa Ibom State, South South Nigeria

Academic motivation is a critical psychological resource that shapes learning behaviour, persistence, and academic outcomes in Nigerian secondary schools, yet its specific dimensions and their relationship to learning behaviour among junior secondary students in Akwa Ibom State have not been empirically examined. This study investigates the relationship between academic motivation and learning behaviour among junior secondary school students in Akwa Ibom State. A cross-sectional survey is applied to 270 students from six schools in Uyo and Eket local government areas, selected through stratified random sampling. The Academic Motivation Scale adapted for secondary students and the Learning and Study Strategies Inventory-High School Version are administered alongside a demographic questionnaire. Pearson correlation and multiple regression are computed in SPSS. Literature from South South Nigerian educational psychology identifies intrinsic motivation as the strongest predictor of deep learning strategies, while extrinsic regulation through rewards and fear of punishment is associated with surface learning approaches. Self-Determination Theory by Deci and Ryan and the Expectancy-Value Theory of Achievement Motivation provide the theoretical framework. Findings are expected to confirm that intrinsic motivation significantly predicts deep learning behaviour, with implications for motivational teaching practices in Akwa Ibom State secondary schools. Keywords: academic motivation, learning behaviour, junior secondary school, Akwa Ibom State, South South Nigeria.