The Relationship between Social Loafing, Achievement Motivation and Academic Performance among Psychology students at Addis Ababa University
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Date
2024-11
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Addis Ababa University
Abstract
Social loafing behavior is one of the most destructive issues encountered in group projects, often described as a social disease. The primary objective of this study is to investigate the relationships among social loafing, achievement motivation, and academic performance among psychology students at Addis Ababa University. Additionally, the study analyzes gender differences in social loafing, achievement motivation, and academic performance, as well as how social loafing and achievement motivation predict academic performance. Data was collected from 127 participants, comprising second, third, and fourth-year regular psychology students, using questionnaires that included two standardized scales: one for social loafing and one for achievement motivation along with a general GPA question to evaluate academic performance. This study employed a quantitative research approach, and the collected data were analyzed using descriptive statistics, including frequency, mean, standard deviation, maximum, and minimum values, as well as Pearson product moment correlation. Regression analysis was also conducted to address the research questions. The results indicated a relationship between social loafing and achievement motivation (r = .243, p < .006). On the other hand, no significant relationships were found between social loafing and academic performance or between achievement motivation and academic performance. The study revealed high levels of social loafing, with 59.8% of participants exhibiting this behavior. Gender differences were noted in social loafing behavior, although significant differences in achievement motivation and academic performance were not observed. On the other hand, none of the variables predict the academic performance of students. The study recommends that future research consider additional factors to gain a comprehensive understanding of variables that impact academic performance. At last, the study recommends collaboration with stakeholders, including teachers, should involve students as agents of change to develop effective solutions for mitigating social loafing issues in university contexts.
Key Words: Social Loafing, Achievement Motivation, and Academic performance
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Keywords
Social Loafing, Achievement Motivation, and Academic performance