Motivation and Academic Persistence Among First-Generation University Students in Sokoto State

This study examines the relationship between motivation and academic persistence among first-generation university students at Usmanu Danfodiyo University, Sokoto, North West Nigeria. First-generation students, defined as those whose parents have no tertiary education, face unique psychological and social challenges that threaten their retention and completion in higher education. The study employs a descriptive correlational design, engaging 260 first-generation undergraduate students across four faculties. The Academic Motivation Scale and Tinto's Student Integration Model-adapted persistence questionnaire were used as instruments. Data were analysed using Pearson correlation and stepwise multiple regression. Findings indicate that intrinsic motivation, particularly motivation driven by intellectual curiosity and personal growth goals, is the strongest predictor of academic persistence. Extrinsic motivation linked to family expectations and employment prospects also contributed positively. Financial hardship and poor social integration into campus life were identified as key risk factors for dropout. The study highlights that institutional support mechanisms, such as peer mentoring and faculty advising, significantly buffer the negative effects of financial stress on persistence. These findings extend self-determination theory to the Nigerian first-generation student context, revealing the critical role of autonomy support in academic retention. Usmanu Danfodiyo University is advised to establish a structured first-generation student support programme that addresses academic, financial, and social integration needs holistically. Keywords: motivation, academic persistence, first-generation students, Sokoto, higher education.