Research Journal of Education ISSN(e): 2413-0540, ISSN(p): 2413-8886 Vol. 5, Issue. 8, pp: 143-150, 2019 URL: https://arpgweb.com/journal/journal/15 DOI: https://doi.org/10.32861/rje.58.143.150 Academic Research Publishing Group *Corresponding Author 143 Original Research Open Access Influence of Self-Regulation and Social Competence on Academic Achievement of Lower Primary School Pupils in Osun State, Nigeria Ekpenyong B. E. * Institute of Education Obafemi Awolowo University, Ile-Ife, Osun State, Osun, Nigeria V. O. Adediran Institute of Education Obafemi Awolowo University, Ile-Ife, Osun State, Osun, Nigeria B. A. Adeyemi Institute of Education Obafemi Awolowo University, Ile-Ife, Osun State, Osun, Nigeria Abstract This study determined the prevalence of self-regulatory skills (behavioural, emotional, verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self- regulatory skills and social competence on primary school pupils‟ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils‟ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised of primary III pupils in Osun State. The sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique. The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils‟ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils‟ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils‟ was low (39%). The results also indicated that the level of‟ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils‟ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils„ academic achievement, Social Competence greatly influenced primary school pupils‟ academic achievement in Osun State. Keywords: Self-regulation; Social competence; Academic achievement; Primary school pupils. CC BY: Creative Commons Attribution License 4.0 1. Introduction Effective social functioning is important in the development of the child. Harmonious peer relationship, positive attitude and interpersonal relationship are huge determinants of‟ successful devc1opmet of the child. Therefore, interaction among peer group is a means by which the child‟s latent and dormant abilities are developed; interaction enhances social competence in the child which serves as a life-long success tool. Self-regulation skills/abilities (behavioural, emotion and verbal) are important in th e child‟s total development. These abilities enable children control and navigate thoughts and actions appropriately, assists children‟s decisions and actions especially towards their learning and academic performance. Children who lack social competence and self-regulation are often rejected by their peers, have trouble interacting with their teachers and families, and have emotional difficulties. They are also prone to exhibit delinquency depression, anxiety, conduct disorder and consequently perform poorly in school. Social competence is therefore the ability to integrate thinking, facing and behaviour to achieve interpersonal goals and social outcomes (Kostelnik et al., 2006). A child‟s social competence is affected by how well she communicates with other children and with adults. A child‟s views of herself in relation to her family, peers, and the wider world affect this skill. Awareness of social competence among primary school pupils by the researcher came as a back-drop that positive self-regulation leads to great academic achievement. Good social competence and self- regulatory skills in the ever increasing social world will equip the child to effectively deal with socialization issues in the everyday pursuit of unity, success and achievement in the system available to the child. Self-regulation is the ability to control and direct one‟s behaviour, emotion and verbal feelings, thoughts, and actions. It can be as simple as a child raising his hand when asking a question in class, or as complex as a child controlling her feelings when frustrated, angry or bullied by peers. “Self-regulation underlies our daily decisions and long-term behavioural tendencies,” Ponitz et al. (2008). “When people make poor choices - for example about