http://hdl.handle.net/123456789/241 2026-04-04T12:48:45Z 2026-04-04T12:48:45Z TONADE, Adeyinka Oriade http://hdl.handle.net/123456789/1527 2022-02-25T09:19:07Z 2021-03-01T00:00:00Z

SELF-REGULATION TRAINING AND RATIONAL EMOTIVE BEHAVIOUR THERAPY ON SELF-DEFEATING BEHAVIOUR AMONG ACADEMIC UNDERACHIEVING SECONDARY SCHOOL STUDENTS IN ABEOKUTA, OGUN STATE, NIGERIA TONADE, Adeyinka Oriade Self-defeating Behaviour (SdB) is a behavioural pattern that is motivated by uncontrollable poor outcomes such as failing important task despite best intention. Some secondary school students particularly in Abeokuta exhibit SdB, which partly accounts for their academic underachievement. Previous studies largely focused on the causes of underachievement and SdB with little attention paid to interventions for correcting such behaviour. This study, therefore, was designed to determine the effects of Self-regulation Training (SrT) and Rational Emotive Behaviour Therapy (REBT) on SdB among academic underachieving secondary school students in Abeokuta. The moderating effects of gender and locus of control (LOC) were also examined. The study was anchored to Behaviour Theory, while the pretest-posttest control group quasi-experimental design with a 3x2x2 factorial matrix was adopted. The Multistage sampling procedure was used. Three Local Government Areas (LGAs) were randomly selected in Ogun State. Simple random sampling technique was used to select one public secondary school from each of the LGAs. Thirty senior secondary school II students with consistent previous records of low grades and who scored below the bench mark of 40% in English and Mathematics achievement tests and had scores above the threshold of 2.50 on the Self-defeating screening tool were purposively selected from each school. The participants were randomly assigned to SrT (30), REBT (30) and the control (30) groups. The instruments used were Self-defeating Belief Questionnaire (α = 0.91) for screening, Self-defeating Behaviour (α = 0.87), Rotter’s LOC (α = 0.83) scales and instructional guides. The Treatment lasted eight weeks. Data were analysed using Analysis of covariance and Duncan post-hoc test at 0.05 level of significance. Majority of the participants were females (65.6%), and had external LOC (60.0%). There was a significant main effect of treatments on SdB among the academic underachieving students (F(2; 88) = 191.90, partial η2 = 0.83). The participants in the SrT improved better ( = 37.10) than their counterparts in the REBT ( =41.40) and the control ( = 61.20) groups. There was a significant main effect of gender on SdB (F(1; 88) = 4.77, partial η2 = 0.05) in favour of female participants ( = 45.54). The two-way interaction effects of treatment and LOC; treatment and gender and gender and LOC` were not significant on SdB of the participants. However, there was a significant three-way interaction effect of treatment, LOC and gender on SdB among the academic underachieving students (F(2; 88) = 3.30, partial η2 = 0.08). Self-regulation training and rational emotive behaviour therapy reduced self-defeating behaviour among academic underachieving secondary school students in Abeokuta, Ogun State Nigeria. Counselling and educational psychologists should adopt these strategies to reduce self-defeating behaviour among underachieving secondary school students.

2021-03-01T00:00:00Z LAWRENCE, KEHINDE CLEMENT http://hdl.handle.net/123456789/771 2022-01-24T14:30:53Z 2019-02-01T00:00:00Z

TRAUMA-FOCUSED COUNSELLING, SOCIAL EFFECTIVENESS TRAINING AND IMPAIRED PSYCHOLOGICAL FUNCTIONING OF EARLY ADOLESCENTS IN INTERNALLY DISPLACED CAMPS IN NORTH-CENTRAL NIGERIA LAWRENCE, KEHINDE CLEMENT Psychological functioning of early adolescents is critical to healthy growth and development, however when this is impaireddue to posttraumatic stress, daily tasks become difficult.Previous studies have focused largely on physiological needs (food, health and shelter) of the Internally Displaced Persons (IDPs), neglecting their psychological needs. This study, therefore, was designed to determine the effects of Trauma-Focused Counselling (T-FC) and Social Effectiveness Skills Training (SEST) on impaired psychological functioning of early adolescents in IDP Camps in North-Central Nigeria. The study also examined the moderating effects of locus of control and social support. The study was anchored on Social Cognitive theory by Bandura, while the pretest-posttest control group quasi experimental design with 3x2x3 factorial matrix was adopted. Three IDP camps were randomly selected in North-Central, Nigeria (New Kushingoro, Pegi and Garki Area 1 camp), while the cluster sampling technique was used to select 20 participants from each of the IDP camps. The IDP Camps were randomly assigned to T-FC (20), SEST (20) and control (20) groups. The Kessler Psychological Distress Scale (α = 0.81) was used to screen the participants for impaired psychological functioning. Adolescents’ Psychological Functioning (α = 0.90), Rotter’s Locus of Control (α = 0.89) and Multidimensional of Perceived Social Support (α = 0.87) scales were used for data collection.Treatment lasted ten weeks. Data were analysed using Analysis of covariance and Scheffe post-hoc test at 0.05 level of significance. There was a significant main effect of treatment on impaired psychological functioning of early adolescents in IDP camps (F (2, 57) = 239.29;partial ῆ2 = 0.89). Participants in T-FC had the highest post-mean score (65.05), followed by SEST (51.30) and control (27.45)groups.There was a significant main effect of social support on impaired psychological functioning of displaced early adolescents(F(1, 57)= 6.98;partial η2 = 0.10). The participants with high social support (50.72) benefited more from the treatment than their low social support (41.78) counterparts. There was no significant main effect of locus of control on impaired psychological functioning of the participants. There were no significant interaction effects of treatment and locus of control as well as treatment and social support on impaired psychological functioning of the participants. There wasa significant interaction effects of locus of controland social supporton the participants (F(2, 57)= 5.52;partial η2 = 0.08) in favour of high social support participants with internal locus of control. The three-way interaction effect of treatment, locus of control and social support on impaired psychological functioning of the participantswas not significant. Trauma-focused counselling and social effectiveness skills training were effective in the management of impaired psychological functioning of adolescents in internally displaced camps in North-Central Nigeria. Developmental, clinical and counselling psychologists should adopt these therapies as treatment modalities for improving psychological functioning of Internally Displaced People.

2019-02-01T00:00:00Z OYEBAMIJI, Joshua http://hdl.handle.net/123456789/769 2022-01-24T14:18:08Z 2019-08-01T00:00:00Z

MOTIVATIONAL INTERVIEWING AND SOLUTION-FOCUSED THERAPIES ON COUNSELLORS’ COMPETENCE IN SECONDARY SCHOOLS IN IBADAN, NIGERIA OYEBAMIJI, Joshua Counsellors’ Competence is important in the dissemination of counselling activities in schools. School Counsellors occupy an important position within the school system to assist students by enhancing their abilities in coping with their academic pursuits and antisocial behaviour. However, secondary school Counsellors’ Competence (CC) is in doubt as a result of aggravated manifestations of anti-social behaviour among the secondary school students in Ibadan. Previous studies largely focused on predisposing factors hindering Counsellors’ effectiveness at the neglect of therapy to promote their competence. This study, therefore, was designed to determine the effects of Motivational Interviewing Therapy (MIT) and Solution-Focused Therapy (SFT) in the enhancement of Counsellors’ Competence in secondary schools in Ibadan. The moderating effects of Gender and Counselling Efficacy were also examined. Self-Determination Theory provided the framework, while the pretest-posttest control group quasi-experimental design of 3x2x3 factorial matrix was adopted. Eleven Local Government Areas (LGAs) in Ibadan land were stratified into Ibadan less city and Ibadan municipal which comprised six and five LGAs respectively. Three LGAs were randomly selected from each stratum. Fifteen Secondary Schools with at least a School Counsellor were purposively selected from each LGA. Ninety School Counsellors (one per school) were randomly selected. Participants were randomly assigned into MIT (30), SFT (30) and control (30) groups. Instruments used were Counselling Competence Scale (α = 0.90), Counselling Efficacy Scale (α = 0.89) and instructional guides. Treatment lasted eight weeks. Data were analysed using Descriptive Statistics, Analysis of Covariance and Sidak post-hoc test at 0.05 level of significance. The School Counsellors’ age was 40.50 ± 2.30 years with 70.0% female counsellors. There was a significant main effect of treatment on CC (F(2;87) = 7.36; partial η2 = 0.16). School Counsellors in SFT had the highest mean score (68.53), followed by MIT (66.13) and control (56.35) groups. There was a significant main effect of counselling efficacy on CC (F(2;87) = 8.10; partial η2 = 0.18). School counsellors with high counselling efficacy had the highest mean score (66.19), followed by moderate (62.87) and low (59.46) counselling efficacy. There was no significant main effect of gender. There was a significant two-way interaction effect of treatment and counselling efficacy on CC (F(4;85) = 2.48; partial η2 = 0.12) in favour of counsellors from SFT group with high counselling efficacy. There was a significant two-way interaction effect of treatment and gender on CC (F(2;87) = 12.19; partial η2 = 0.25) in favour of female counsellors from SFT group. The two-way interaction effect of gender and counselling efficacy and three-way interaction effect of treatment, counselling efficacy and gender were not significant. Solution-Focused and Motivational Interviewing Therapies enhanced Counsellors’ Competence in secondary schools in Ibadan, Nigeria. School and counselling psychologists, particularly males should adopt these therapies to improve their Counselling Competence.

2019-08-01T00:00:00Z AFOLABI-IGE, Temidayo Eniitan http://hdl.handle.net/123456789/247 2019-02-04T13:50:51Z 2016-10-01T00:00:00Z

EFFECTS OF COGNITIVE RESTRUCTURING THERAPY AND TEST-TAKING SKILLS TRAINING IN THE MANAGEMENT OF EXAMINATION ANXIETY AMONG UNDERGRADUATES IN SOUTHWESTERN NIGERIA AFOLABI-IGE, Temidayo Eniitan Examination is an integral part of school work for any undergraduate. This however could pose a threat to students’ academic success where they harbour negative emotion on test-taking. It is widely known that examination anxiety could make examination experience torturous for the students with their self-esteem and motivation threatened. Literature has focused on factors precipitating examination anxiety with little emphasis on interventions. This study, therefore, determined the effects of Cognitive Restructuring Therapy (CRT) and Test-Taking Skills Training (TTST) in the management of examination anxiety among undergraduates in Southwestern Nigeria. The moderating effects of gender and field of study were also examined. Sarason’s Cognitive interference theory provided the framework for the study while the pretest-posttest control group quasi- experimental design with a 3x2x2 factorial matrix was adopted. Three federal universities (University of Ibadan, ObafemiAwolowo University and Federal University, Oye-Ekiti) were randomly selected. One hundred and twenty-six undergraduates were randomly selected from the three universities. The percentage of female participants was 40.5%. The fields of study taken into consideration were sciences 38.1% and humanities 61.9%. Participants were randomly assigned to CRT (48), TTST (40) and Control (38).The training lasted eight weeks. The instruments used were: Anxiety test inventory (α=0.74) as screening tool and Revised test anxiety scale (α =0.82). Five sessions of Focus Group Discussion (FGD) were also conducted. Quantitative data were subjected to Analysis of covariance, Scheffe Post-hoc test at 0.05 level of significance while the qualitative data were content analysed. There was significant main effect of treatments in the management of examination anxiety among the participants (F(2,113) = 380.67,partial n2 = .87). The mean of participants exposed to CRT (32.23) was significantly different from those in the TTST (26.53) and the control group (54.26) in the management of examination anxiety. There was no significant main effect of gender and field of study in the management of examination anxiety. The two-way and three-way interaction effects were not significant in the management of examination anxiety. FGDs revealed that inadequate preparation, procrastination, poor test-taking skills caused examination anxiety. Poor motivation and lack of confidence, fear of failure, previous poor test performance and examiner characteristics may aggravate examination anxiety. Test-taking skills training was more effective in the management of examination anxiety than Cognitive restructuring therapy among the participants. Counselling and educational psychologists should adopt these strategies to help students overcome examination anxiety. Keywords: Cognitive restructuring therapy, Test-taking skills training, Examination anxiety, Undergraduates in Southwestern Nigeria Word Count: 434

2016-10-01T00:00:00Z