PSYCHOSOCIAL FACTOR AS PREDICTOR OF ACADEMIC ACHIEVEMENT AMONG INTERNALLY DISPLACED PUPILS IN NORTH-EAST NIGERIA

This study examined psychosocial factors as predictor of academic achievement among internally displaced pupils in North-East Nigeria. A sequential explanatory mixed-method research design was adopted, comprising quantitative and qualitative phases. The quantitative phase involved 400 internally displaced pupils selected through multistage sampling from selected schools in Adamawa, Borno, and Yobe States, while qualitative data were obtained through interviews. Data were collected using measures of self-esteem, stress, anxiety, and an academic performance test. Quantitative data were analysed using simple and multiple linear regression, while qualitative data were analysed thematically. Findings revealed that self-esteem significantly and positively predicted academic achievement (R = .623, R² = .388, p < .001), explaining 38.8% of the variance. Stress significantly and negatively predicted academic achievement (R = .487, R² = .237, p < .001), explaining 23.7% of the variance. Anxiety also significantly and negatively predicted academic achievement (R = .536, R² = .287, p < .001), accounting for 28.7% of the variance. Furthermore, self-esteem, stress, and anxiety jointly significantly predicted academic achievement (R = .704, R² = .496, F(3,396) = 151.03, p < .001), explaining 49.6% of the variance. Self-esteem made the strongest unique contribution (β = .474), followed by anxiety (β = −.294) and stress (β = −.231). Interview findings indicated that teacher and parental support, positive peer relationships, counselling, prayer, encouragement, and a safe learning environment helped pupils cope with psychosocial challenges. The study concludes that psychosocial factors are important predictors of academic achievement among internally displaced pupils.