University Students’ Intentions to Develop  Competences and its Influencing Factors: A Nigerian Context

Onyinye Esther  Nwigwe; Md Mirajur Rhaman  Shaoan; Chimaobi Charles  Igweani; Cheick Amadou Tidiane  Ouattara; Ekene Francis  Okagbue

doi:10.36941/ajis-2024-0147

Authors

Onyinye Esther Nwigwe Faculty of Education, Southwest University, Chongqing, 400715, China *Corresponding Author
Md Mirajur Rhaman Shaoan Faculty of Education, Southwest University, Chongqing, 400715, China
Chimaobi Charles Igweani Faculty of Education, Southwest University, Chongqing, 400715, China
Cheick Amadou Tidiane Ouattara Faculty of Education, Southwest University, Chongqing, 400715, China
Ekene Francis Okagbue Faculty of Education, Southwest University, Chongqing, 400715, China

DOI:

https://doi.org/10.36941/ajis-2024-0147

Keywords:

Intention to develop competences, Attitude, Autonomy support, Perceived behavioral control, University student

Abstract

Based on an extensive review of literature pertaining to student competencies, this study addresses a critical gap by examining the determinants influencing university students' intentions to enhance their competencies. Specifically, utilizing structural equation modeling with AMOS, the research investigates the roles of attitudes, autonomy support, and perceived behavioral control among 381 postgraduates enrolled in the education department across three public universities in Nigeria. The findings underscore that positive attitudes towards extracurricular activities and the level of autonomy support received significantly bolster students' intentions to develop competencies. However, the impact of perceived behavioral control on the intention to develop competences was negative but significant. This investigation thus provides nuanced insights into the psychological dynamics that shape competence development intentions within the academic sphere, particularly among university students.

Received: 15 May 2024 / Accepted: 2 July 2024 / Published: 5 July 2024