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SiLeT, Vol. 3, No. 1, April 2022: 46-54 

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Studies in Learning and Teaching 
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School-Related Irrational Beliefs as Predictor of Academic Motivation 
among Secondary School Learners 

B M Diale1, *V Victor-Aigbodion1 
1Department of Educational Psychology, University of Johannesburg, 2006, South Africa 

Article Info  ABSTRACT  

Article history: 

Received February 22, 2022 
Revised March 12, 2022 
Accepted March 29, 2022 
Available Online April 30, 2022 

Learners' thoughts are important for academic motivation and 
learning in secondary schools. Specifically, this study aims to 
determine the extent to which school-related irrational beliefs 
influence academic motivation among secondary school students. 
Using a multi-stage random sampling technique, 740 secondary 
school students of both genders were selected as a sample: 303 boys 
and 437 girls. The Irrational Beliefs Inventory (IBI) and the Academic 
Motivation Scale (AMS) were used for data collection. In order to 
answer research questions, mean scores, standard deviations, and 
Pearson product moment correlation analysis were used while the 
hypotheses were tested using regression analysis at 0.05 level of 
significance. A statistically significant relationship was found 
between irrational beliefs and academic motivation among secondary 
school learners. A key recommendation of the study is that secondary 
school psychologists should teach learners on the adverse impact of 
irrational beliefs. 

Keywords: 

Academic motivation 
Irrational beliefs 
Secondary school learners 
 

 
https://doi.org/10.46627/silet  

INTRODUCTION  
As students progress through primary, secondary, and tertiary education, they are continually 
evaluated both formally and informally. A classroom serves as a place for students' intelligence 
and abilities to be displayed (Deemer, 2004). Amasuomo (2014) stated that one challenge for 
many students is not to be labeled as stupid. According to Martin et al. (2003), irrational belief is 
likely to be exacerbated in evaluative situations, particularly among secondary school students. 
Students in senior secondary schools are in-school adolescents, which means that they must 
deal with adolescence, which is a period of transition from childhood to adulthood. 
Adolescence is a time of change for secondary school students as they go through physical, 
cognitive, and social changes. According to Qidwai et al. (2010), adolescents are found in the 
period bounded by childhood and adulthood who are neither children nor adults. Furthermore, 
the authors note that adolescents are expected to have graduated from secondary school by age 
18. In the context of this study, in-school adolescents are individuals who are still in secondary 
school and who are within the age range of 12 to early 18. 

Among the critical indicators of achievement in the schooling system is academic 
motivation (Schulze & Lemmer, 2017). There is convincing evidence that students think about 
learning differently, which results in rational and irrational beliefs (Purdie & Hattie, 2002). 
These beliefs are shaped by how individuals interpret and reflect on their academic experiences 
(Lin et al., 2012). Despite this, school-related irrational beliefs have been found to negatively 
affect achievement among secondary school learners which indicates an early predisposition to 
making sense of the world around us (Vezzani et al., 2018).  

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A person is said to have irrational beliefs when they develop incorrect solutions to personal 
problems in their minds that ultimately impact their lives (Klatter et al., 2001). The rational 
emotive behavior theory was first used in literature to describe irrational beliefs and behaviors 
(Dryden, 2005). The rational emotive behaviour theory is about the personal problems of the 
individuals and the fundamental solutions they develop to deal with them. When creating these 
solutions, people get caught up with emotions they cannot exactly define (Ellis & Dryden, 
1997). People's irrational thoughts about themselves, others, and the world they live in are 
mostly responsible for the emotional disturbances that they suffer (Dryden & Branch, 2008). It 
was noted in the literature that these irrational behaviours are characterized by individuals' 
negative emotions which, when related to specific situations, are not rational (Schulze & 
Heerden, 2015). These individuals believe that they can necessarily experience that negativity 
under the influence of emotions without knowing why. Therefore, these behaviors lead 
individuals to a failure that they cause (Ellis & Dryden, 1997). Also, Individuals with irrational 
behaviors are also more likely to experience emotional problems such as anxiety, depression 
and distress (Bortolotti, 2009). Ellis (1977) describes the stages of irrationality with the ABC 
process. The stages of this process are the Activating Experience (A): the state of experiencing 
the negativity which depicts the emotional Consequence (C): the emotional consequence caused 
by the individual herself in a negative situation; and the Irrational Belief (B): a process 
consisting of the creating of the emotional consequence between these two situations, i.e. after a 
situation is experienced. In stage B, the individual comes to an emotional conclusion due to a 
previous incorrect prejudice. In this stage, the prejudice dominates, and the individual draws an 
incorrect emotional conclusion as a result of their negative thoughts. Consequently, Irrational 
beliefs have as a result been formed (Burger, 2010). 

According to DiGiuseppe (2010), irrational beliefs occur when two negative conditions 
exist. The first scenario occurs when certain events in an individual's life result in emotional-
behavioural disorders and settle in their lives as irrational beliefs. In the second circumstance, 
an irrational belief arises in response to an adverse event that resulted from irrational behavior 
in the past. As a result of the individuals' experiences, along with the adverse events that take 
place, new irrational beliefs may emerge in a negative environment created by the individuals. 
As a result, the environment in which secondary school learners spend a large and important 
part of their lives becomes conducive to the occurrence of these situations, indicating irrational 
beliefs are rooted in the socio-cultural context of the individual (David & DiGiuseppe, 2010) 
Irrational thoughts that occur at school result from learners developing the belief that a belief 
about an academic situation that is incorrect is right over the belief that it is wrong and that it 
cannot be countered or easily handled (Gert, 1998). Studies have shown that students' irrational 
beliefs are high and negatively affect their motivation and learning in secondary school (Purdie 
& Hattie, 2002). According to the research conducted by Flett et al. (1991), high self-
expectations, which constitutes a dimension of irrational belief, are positively correlated with 
academic motivation. 

In another study conducted by Dilmac et al. (2009), they also found that the more irrational 
beliefs one possesses, the more demands one makes for success, and also found that excessive 
demands increase students' fear of failure, which results in a decrease in their success 
achievement. Academic motivation is a critical aspect of academic achievement, which is why 
school related irrational beliefs can also be adversely affected (Pajares & Urdan, 2002). In a 
study conducted by Bridges and Roig (1997) with 195 university students, it was found out that 
students' irrational beliefs increased their tendency to procrastinate academically. Such an effect 
is critical to uncovering its connection to academic motivation. Academic motivation' refers to 
the student's attitude, perseverance, and level of interest for academic subjects as it is reflected 
in their approach, persistence, and level of interest (Eccles & Wigfield, 2002). Research on 
gender-based stereotypes has consistently supported the notion that women are more likely to 
hold irrational beliefs than men (Allen & Haccoun, 1976). There is typically a difference 
between men and women in terms of their overall irrational beliefs, such as intensity of belief or 

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level of expressivity, and in terms of the specific ways in which they express their emotions. The 
belief that women are more prone to irrational belief is widespread, but researchers disagree 
over whether there is empirical support for gender differences in irrational belief expression 
and experience. Research evidence suggests that women demonstrate irrational belief more 
verbally and non-verbally than men. Women express their fear with greater intensity, more 
frequently express fear with facial expressions, and are more likely to cry and freeze when 
frightened (Kring & Gordon, 1998). 

Research Purposes 
The main purpose of this study was to determine the extent to which school-related irrational 
beliefs influence academic motivation among secondary school students. Specifically, the study 
sought to examine: 
1. The predictive influence of school-related irrational belief on academic motivation among 
secondary school learners. 
2. The extent to which gender moderate the predictive influence of school-related irrational 
belief on academic motivation among secondary school learners. 

Hypotheses 
H01: School-related irrational belief has no predictive influence on academic motivation among 
secondary school learners. 
H02: Gender does not moderate the predictive influence of school-related irrational belief on 
academic motivation among secondary school learners. 

RESEARCH METHOD  
A correlational research design was used in the study. It was considered appropriate to use the 
correlational design in this study because it investigated the predictability of school-related 
irrational beliefs on secondary school learners' academic motivation. Study participants were 6 
373 Junior Secondary II (JSSII) students from Kontagora/Mashegu Education Zone in Niger 
State, Nigeria. In this study, the sample consist of 303 boys and 437 girls from 10 government-
owned coeducational secondary schools in Kontagora Local Government Area were enrolled in 
JSSII classes. Researchers initially stratified secondary schools by gender. The simple random 
sampling technique was used to randomly select 10 schools from the 48 coeducational 
secondary schools in the Education Zone. A purposive sampling procedure was used to sample 
all the JSSII students from each sampled school. 

Data were collected using the irrational belief inventory (IBI) and Academic motivation 
scale (AMS). In the IBI, a total of 15 items were developed by Türküm (2003), and they were 
prepared on a five-point Likert scale. Scores were assigned between 15 and 75. According to the 
scale, an increase in the score also indicates an increase in irrational beliefs. The scale's 
reliability was assessed by calculating its internal consistency coefficient and test-retest 
reliability. The item-scale correlations in the scale are between .50 and .52, and the internal 
consistency coefficient is .75. When retested, the reliability coefficient increased to .81. This 
indicates that the item scales are more reliable. The AMS scale was developed by Bozanoğlu 
(2004), it consists of 28 items graded from 1 to 7 in the Likert-type scale ranging from 1 not at all 
to 7 exactly. 

Two experts in educational psychology and one expert in measurement and evaluation 
from the Faculty of Education at the University of Nigeria, Nsukka face-validated both 
instruments. Afterwards, the validated instruments were trial tested on 20 secondary school 
students outside the study area. Students' scores were compiled and analysed for internal 
consistency using Cronbach's alpha statistics. There were reliability coefficients of 0.81 alpha 
and 0.67 alpha for school-related irrational belief and academic motivation, respectively. These 
scores were considered high enough for the instruments to be considered reliable for the study. 
The data was analyzed using mean scores, standard deviation, and Pearson's product moment 

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correlation analysis. Mean scores above 2.50 were considered high while scores below 2.50 were 
considered low for irrational beliefs and academic motivation. Using the t-test of equality of 
mean and ANOVA, the null hypothesis of no differences in irrational belief and academic 
motivation among secondary school students was also tested, while Pearson's r and multiple 
regression analysis were used to test the hypothesis that sought to find a relationship between 
irrational belief and academic motivation at 0.05 significance level. A 0.05 level of significance 
was used as the decision rule. Accordingly, any item whose calculated t-value was less than its 
critical t-value at 0.05 level of significance was not rejected, while items whose calculated t-
value was greater than the critical t-value at 0.05 level were not accepted as significant. 

RESULTS AND DISCUSSION  
Research Question 1 
What is the predictive influence of school-related irrational belief on academic motivation 
among secondary school learners? 

Table 1: Pearson’s Product Moment correlation analysis (r2) of school-related irrational belief and 
academic motivation 

Model Variable �̅� SD N 1 2 

1 School-related irrational belief 2.11 0.13 740 1 0.66 
2 Academic motivation 2.85 0.19 740 0.66 1 

r2= coefficient of determination 

In order to answer research question 1, the responses of the respondents on school-related 
irrational beliefs were correlated with their responses on academic motivation. According to the 
results, the correlation coefficient obtained between school-related irrational belief and 
academic motivation was .66. This indicates that there is a direct but moderate positive 
relationship between school-related irrational belief and academic motivation. The results 
indicate that 66% of students' irrational beliefs predict their academic motivation. In other 
words, the level of academic motivation is responsible for 66% of students' irrational beliefs 
about school. 

Hypothesis 1 
H01: School-related irrational belief has no predictive influence on academic motivation among 
secondary school learners. 

Table 2: Regression analysis of school-related irrational belief and academic motivation 

Model Sum of Squares Df Mean Square F Sig. 

Regression 2.466 1 2.466 115.61 0.00 
Residual 3.178 149 0.021   
Total 5.644 150    

α = 0.05 

Hypothesis 1 (H01) was tested using linear regression analysis. Table 2 shows an F-ratio of 
115.61 with an exact probability value of .00. This probability was compared with .05 as the 
level of significance for testing the hypothesis, and it was found to be significant since .00 was 
less than .05 This rejects the null hypothesis that school-related irrational beliefs cannot 
significantly predict academic motivation among secondary students. It was concluded that 
school-related irrational beliefs predict academic motivation among secondary school students. 
In other words, school-related irrational beliefs predict academic motivation in secondary 
school students. 
  

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Research Question 2 
To what extent does gender moderate the predictive influence of school-related irrational belief 
on academic motivation among secondary school learners? 

Table 3: Pearson’s Product Moment correlation analysis (r2) of school-related irrational belief and 
academic motivation of boys 

Model Variable �̅� SD N 1 2 

      1 School-related irrational belief 2.10 0.12 740 1 0.63 
      2 Academic motivation 2.85 0.14 740 0.63 1 

r2 = coefficient of determination 

To answer the research question, the scores from the respondents on school-related 
irrational belief of boys were correlated with their responses on academic motivation. Results 
indicate that a correlation coefficient of .63 existed between irrational belief of boys and their 
academic motivation. Therefore, there is a moderately positive relationship between boys' 
irrational beliefs and their motivation to learn. This indicates that boys' academic motivation is 
predicted by 39% of secondary school students' irrational beliefs. Thus, 39% of boys' academic 
motivation is accounted for by their irrational beliefs.  
Table 4: Pearson’s product moment correlation analysis (r2) irrational belief and academic motivation of 

girls 

Model Variable �̅� SD N r2 

      1 School-related irrational belief 2.10 0.12 740  
      2 Academic motivation 2.87 0.11 740 0.68 

Note. r2 = coefficient of determination. 
In order to answer this research question, the scores from the respondents' responses on 

irrational beliefs of girls were compared with those on academic motivation. According to the 
result, there is a moderate positive relationship between irrational belief of girls and their 
academic motivation. Thus, irrational beliefs of girls are positively correlated with their 
academic motivation in a moderately positive manner. Students' irrational beliefs are associated 
with 68% of their academic motivation in females. Therefore, 68% of female students' academic 
motivation can be explained by their irrational beliefs.  

Hypothesis 2 
H02: Gender does not moderate the predictive influence of school-related irrational belief on 
academic motivation secondary school learners. 

Table 5: Regression analysis of school-related irrational belief and academic motivation of boys 

Model Sum of Squares Df Mean Square F Sig. 

Regression 1.040 1 1.040 43.749 0.00 
Residual 1.593 67 0.024   
Total 2.632 68    

α = 0.05. 

In order to test hypothesis 2 (H02) concerning boys, linear regression analysis was also 
used. The result in Table 5 shows an F-ratio of 43.74 and an associated exact probability of .00. 
The probability of .00 was compared with .05 as the significance level, and it was determined to 
be significant because .00 is less than .05. Therefore, the null hypothesis is rejected. Based on the 
findings, it was concluded that school-related irrational belief significantly predicts academic 
motivation in male secondary school students. In other words, irrational beliefs are significantly 
associated with academic motivation in boys. 

Table 6: Regression analysis of school-related irrational belief and academic motivation of boys 

Model Sum of Squares Df Mean Square F Sig. 

Regression 1.423 1 1.423 71.83 0.00 
Residual 1.585 80 0.020   
Total 3.008 81    

α = 0.05 

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A linear regression analysis was also used to test hypothesis 2 (H02) about girls. Based on 
Table 6, the F-ratio is 71.83, and the exact probability is .00. This probability value was 
compared with .05, the significance level for testing the hypothesis, and it was found to be 
significant since .00 is less than .05. Therefore, the null hypothesis is rejected. In line with the 
results, it could be inferred that school-related irrational beliefs significantly predict academic 
motivation among female secondary school students. In line with hypothesis 2, the results of 
the study showed that school-related irrational belief significantly predicted academic 
motivation in male and female secondary school students. 

The study found a moderate correlation between school-related irrational beliefs and 
academic motivation. Irrational beliefs and academic motivation were statistically associated. 
Furthermore, the study found that a direct but moderate positive correlation exists between 
boys' school-related irrational beliefs and their academic motivation as well; a direct but 
moderate positive correlation exists between girls' school-related irrational beliefs and their 
academic motivation. The results of this study confirm the observation of Bortolotti (2009) who 
showed that irrational beliefs were prominent in those with high levels of academic motivation, 
but insignificant in those with low levels. The study results are also consistent with that of Ozer 
and Akgun (2015) who demonstrated that students’ irrational beliefs were positively related to 
their academic motivation. Also, Atkinson (2011) had noted that students’ irrational beliefs are 
related to their school behaviour. The finding aligns with Allen et al. (2017) who observed that 
students’ irrational beliefs impact their academic behaviour. Sapp (1996) had stated that 
irrational beliefs can result in students’ failure in academic work. Tittle (1997) observed that 
students’ irrational beliefs affect their academic life. Harju and Eppler (1997) also documented 
that students’ irrational beliefs have an effect on their level of academic motivation. Kufakunesu 
(2015) also showed that students’ irrational beliefs influence the extent to which they are 
motivated to achieve academically. Consistent with our findings, Fasciani (2015) showed that 
students’ irrational beliefs and academic motivation are interconnected. Stanciu et al. (2014) also 
found a similar result of irrational beliefs in relation to students’ academic life. According to 
Davies (2008), one of the issues affecting students’ academic life is irrational beliefs.  The 
implication of this study is that it is important to develop and implement cognitive behavioral 
interventions to combat irrational beliefs of secondary school learners. In this instance, Şahin 
and Türk (2021) recommended the use of cognitive-behavioral group psycho-education 
program which they found to be effective in the reduction of irrational beliefs.  Another 
implication of this study is that in view of students’ irrational beliefs, critical and problem 
solving skills need to be developed in these students to help them overcome such beliefs and 
become better motivated to pursue their academic work. In this regard, Ahaddin et al. (2020), 
Cindikia et al. (2020), and Fadilah et al. (2020) suggested the use of inquiry-based learning 
models to assist students in the development of critical and problem solving skills.  

CONCLUSION  
This study shows that the level of school-related irrational beliefs was responsible for secondary 
school learners' academic motivation. Additionally, school-related irrational beliefs are 
associated with boys' and girls' academic motivation. Girls, however, hold more irrational 
beliefs about academic motivation in relation to school than boys. It was determined that there 
is a moderately positive correlation between the academic motivation and self-sufficiency of the 
students. As a result of these findings, learners' beliefs that they can succeed academically 
motivate them to achieve moderate success. A major implication of this research is that 
irrational beliefs are not necessarily gender-specific. Another implication of the study is that 
students irrespective of their gender should be included in interventions aiming to reduce 
irrational beliefs in student population as both male and female students are prone to irrational 
beliefs which impact their level of academic motivation. It is clear that there may be other 
factors affecting the academic performance of the learners. One weakness of this research is that 
correlation results are not enough to determine cause and effect. In light of this, further research 

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is needed to fully understand the positive cause-and-effect relationship between irrational 
beliefs and academic motivation. 

ACKNOWLEDGEMENTS  
The authors wish to thank all the secondary school students who participated in this study and 
their respective principals for granting us permission to conduct the study in their schools.  

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Author (s): 

Boitumelo Molebogeng Diale  
Department of Educational Psychology,  
University of Johannesburg, 
Auckland Park Campus, 2006, South Africa 
Email: tumid@uj.ac.za 

 

* Vera Victor-Aigbodion (Corresponding Author) 
Department of Educational Psychology,  
University of Johannesburg, 
Auckland Park Campus, 2006, South Africa 
Email: verav@uj.ac.za  

 

https://doi.org/10.46627/silet.v3i1.99
https://scie-journal.com/index.php/SiLeT
https://doi.org/10.1007/s10942-021-00392-5
https://doi.org/10.1007/s10942-021-00392-5
https://doi.org/10.1007/BF02238186
http://dx.doi.org/10.15700/SAJE.V35N2A1058
http://dx.doi.org/10.15700/saje.v37n1a1276
https://files.eric.ed.gov/fulltext/ED411674.pdf
mailto:tumid@uj.ac.za
mailto:verav@uj.ac.za

