Beyond Money: Behavioral and Relationship Influences on Academic Outcomes among Female Economics Students in Ebonyi State, Nigeria

Anuli Regina Ogbuagu, Ohalete Precious Ifeanyichukwu, Irene Ukamaka Nwiboko & Glory Chibuzo Agu
Department of Economics and Development Studies, Alex Ekwueme Federal University
Ndufu Alike, Ebonyi State, Nigeria.
Email: anulireg@gmail.com

Abstract: This study investigates the multifaceted influences of financial stress, interpersonal relationships, and non-monetary motivators on academic success among female economics students at Alex Ekwueme Federal University, Ndufu Alike, Ebonyi State, Nigeria. Utilizing a descriptive survey design, data were collected from 192 respondents chosen through stratified random sampling across academic levels (1-4). A structured questionnaire is divided into five thematic sections: demographic details, financial pressures, relationship dynamics, motivational incentives, and academic outcomes. Reliability assessment yielded a Cronbach’s alpha of 0.84, indicating robust internal consistency. The results provide strong evidence that a complex interplay of economic, emotional, and behavioral elements influences academic success. The demographic characteristics indicated a predominantly youthful, single, and financially reliant student cohort, with limited personal income access. Financial strain was significantly linked to reduced focus, increased absenteeism, and academic disengagement, while income-generating pursuits frequently conflicted with study commitments. Romantic relationships exhibited mixed effects; some provided emotional and financial assistance, while others introduced distractions. Non-financial incentives such as acknowledgment, recognition, and emotional backing positively affected academic behavior, aligning with Ryan and Deci’s (2000) intrinsic motivation framework. Nevertheless, students continued to prioritize financial support over emotional motivation in resource-limited settings. Examination of CGPA classifications and correlation statistics showed that access to financial and academic resources was the most significant predictor of academic performance (r ≈ 0.91), followed by emotional support (r ≈ 0.89). In summary, academic achievement is obstructed by interwoven economic and psychological hurdles, necessitating a comprehensive support system that merges financial assistance, emotional encouragement, and motivational strategies.