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ReserarchID
92SSG
Crossref Journal DOI 10.17406/GJHSS
Print ISSN 0975-587X
e-ISSN 2249-460X
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This paper attempted to assess the attitudes of students in
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Inclusion has become a priority on the global educational agenda,
The study investigated school emotional environment and academic supports as predictors of students’ success in public secondary schools in Rivers State of Nigeria. Two (2) research questions and 2 hypotheses guided the study. The design of the study was correlational, with the population as the 268 public secondary schools in the state, from which 468 principals, teachers and students were selected as sample, using the purposive and simple random sampling techniques. The study had 2 validated instruments, the School Emotional Environment and Academic Supports Scale (SEEASS) and Students’ Success Index (SSI), designed by the researchers, with reliability indices of 0.85 and 0.81, respectively. Linear regression while z-test associated with linear regression was used in testing the hypotheses at 0.05 level of significance. The results of the study show that school emotional environment and academic supports predict student success by 11.1% and 47.0%, respectively. The findings also establish that, there is no significant prediction of school emotional environment on, student success and a significant prediction of academic supports on students’ success.
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