Akeem A. Kenku (PhD), Idowu M. Ogunkuade (PhD)


Academic achievement of students especially at the post-graduate level is not only a pointer to the effectiveness or otherwise of schools but a major determinant of the future of students in particular and the nation in general. This study examined the associated factors as correlates of academic achievement among post-graduate psychology students of Nasarawa State University, Keffi, Nigeria. Eight-nine (89) participants which comprise of thirty-three (33) Male = 37% and fifty-six (56) Female = 62.9% took part in the study. A standardized structured self-report questionnaire which has five sections was used for data collection and data collected were analyzed using descriptive and inferential statistics; with four (4) hypotheses tested at 0.05 level of significance, using Pearson product moment correlation analysis and independent sample t-test. Finding indicates that there is no positive relationship between academic stress and academic achievement (r=0.103; p>0.05). Furthermore, result shows insignificant relationship between reading culture and academic achievement (r=-0.087; p>0.05). Also, result revealed no relationship between study anxiety and academic achievement(r=-0.160; p>0.05).  Lastly, result showed no significant difference between male and female students on academic achievement (t= 0.243, df = 87, P= 0.05). Based on these findings, the study concluded that there is no relationship among the associated factors (academic stress, reading culture and study anxiety) and academic achievement among the participants. The study recommends that there is need for further research in this area since contradicting findings have been reported.


Academic stress, Reading culture, Study anxiety, Postgraduate students, Academic achievement.

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