Cognitive and Psychosocial Predictors of Academic Achievement among Pre-Service Teachers in University of Ilorin, Nigeria

Cognitive and psychosocial development is crucial during the period of adolescence. This study was conducted to examine the cognitive and psychosocial predictors of academic achievement of Pre- service teachers in the University of Ilorin, Nigeria.The research design used for this study was a descriptive survey using an expost-facto method. The population for this study consisted of all 200 level undergraduates at the Faculty of Education, University of Ilorin,Ilorin, Nigeria. Simple Random sampling techniques was used to select 400 students. Self-esteem scale developed by Rosenberg in 1965 was used to measure the respondents’ self-esteem while Proforma was used to collect their O’Level, UTME, Post UTME results and the respondents CPGA. The findings of this study indicated that the level of self-esteem of pre-service teachers sampled was high;the level of academic achievement of Pre-service teachers in University of Ilorin, Nigeria sampled was average; there was a significant relationship among cognitive entry characteristics (O’LEVEL, UTME, and Post – UTME), self-esteem and Academic Achievement of pre-service teachers in University of Ilorin, Nigeria. The study recommended that educational psychologists, teachers and other stakeholders should be aware of students’ cognitive ability in order to be effective in helping them learn and achieve.

Keywords – Cognitive, Psychosocial, Academic Achievement, Pre-Service Teachers