The study investigated selected variables influencing undergraduate students’ attitude toward educational research writing in Faculty of Education, University of Port Harcourt. Four research questions and three hypotheses tested at 0.05 alpha level guided the study. The study adopted an ex-post facto research design. A sample of 561 final year undergraduate students was drawn from the population through stratified random sampling technique based on the six departments of the Faculty. The four instruments used for data collection were Research self-concept Scale (RSS); Research Anxiety Scale (RAS), Research Achievement Motivation Scale (RAMS) and Research Attitude Questionnaire (RAQ). These were validated by experts in Educational Psychology, measurement and evaluation. The reliability coefficients of RSS, RAS, RAMS and RAQ were 0.72, 0.69, 0.81 and 0.76 respectively which were determined through Cronbach Alpha technique for internal consistency of the instruments. Data collected were analyzed using mean, standard deviation and t-test of independent sample means. The results revealed that self-concept, research anxiety and achievement motivation significantly influence attitude of undergraduate students toward educational research writing. Based on these results, recommendations were made including that school guidance counselors should endeavour to counsel students with low self-concept, low achievement motivation and high anxiety pertaining their academic progress especially in educational research writing.
Keywords: Achievement Motivation., Anxiety, Education, Research Writing, Self-Concept, attitude
