EDITIONS

Low achievement motivation among secondary students is a serious problem that can have a lasting effect on their academic success. Students may lack motivation because of a variety of factors, such as lack of interest in the subject matter, feeling overwhelmed or discouraged by the difficulty they face. This study employed a cross-sectional research design. Findings of the study reveals that self-esteem (β = -.325; t = -4.710; P < .000) significantly, independently predicts achievement motivation.  Also, emotional intelligence (β = .097; t = 3.848; P < .000) significantly, independently predicts achievement motivation among private secondary school students in Lagos. The result showed that self-esteem (β=.093; t= 3.822; p<0.05) and emotional intelligence (β=.263; t= 4.798; p<0.05) jointly predict achievement motivation among private secondary school students in Lagos State. The study recommends that individual counseling services or mentoring programs should be made available to assist students in developing their self-esteem and emotional intelligence. Promoting collaborative learning environments and peer support systems can have a positive impact on students’ self-esteem and emotional intelligence. Group projects, team-building activities, and peer mentoring programs foster a sense of belonging and create opportunities for students to develop interpersonal skills, empathy, and emotional resilience. By working together and supporting one another, students can enhance their overall well-being and academic growth.

Keywords: Achievement Motivation, Counseling, Emotional Intelligence, Self-Esteem, Private Secondary School, Students.