Browsing by Author "Salako, A. A."

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Peer-attachment, Emotional intelligence and school adjustment of high ability secondary school students in Oyo State, Nigeria
(Ife Centre for Psychological Studies, 2020-09) Adelodun, G. A.; Salako, A. A.
Teachers are often indifferent towards high ability students with the misconception that they could sort themselves out hence, they are neglected. This therefore, affects their ability to adapt to the school environment which had been resulting to depression, general anxiety disorder, academic- underachievement and drop-out from school. Previous studies dwelt more on academic performance and adjustment of regular students with little attention on high ability students. This study, therefore, investigated influence of peer-attachment, emotional intelligence and school adjustment of high ability secondary school students in Oyo State, Nigeria. Descriptive survey design of correlational type was adopted. Simple random sampling technique was used to select five local government areas from each of the three senatorial districts in Oyo State. Simple random sampling technique was also used to select two secondary schools from each local government, while purposive sampling technique was used to select 450 high ability students in SSI (184 males and 266 females), based on their scores in Slossan Intelligence test, Achievement test in English Language and Mathematics. Instruments used were Slossan Intelligence Test (r= 0.86); Mathematics Achievement (r=0.72) and English Language Achievement tests (r=0.75) Peer-attachment (r=0.74); and Emotional Intelligence scale (r=0.78) while Pearson product moment correlation was used to analyse the hypotheses formulated at 0.05 level of significance. Special educators and counselling psychologists should take cognizance of these factors while dealing with high ability students who were newly admitted to schools. It was recommended that teachers of high ability students should be updated on the influence which peer-attachment and emotional intelligence have on the school adjustment of high ability students.
Self-efficacy, parental involvement and school adjustment of high achieving secondary school students in Oyo State, Nigeria
(2022-06) Adelodun, G. A.; Salako, A. A.
This study investigated self-efficacy and parental involvement as predictors of school adjustment of high ability secondary school students in Oyo State, Nigeria. A descriptive survey design of correlational type was adopted. The simple random sampling technique was used to selective local government areas from each of the three senatorial districts in Oyo State. The simple random sampling technique was also used to select two secondary schools from each local government, while the purposive sampling technique was adopted to select 450 high achieving students in SSI (180 males and 270females), based on their scores in Slossan Intelligence test, and Achievement tests in English Language and Mathematics. Instruments used were Slossan Intelligence Test (r= 0.86); Mathematics Achievement (r=0.72) and English Language Achievement tests (r=0.75) Self-efficacy (r=0.72); and Parental involvement (r=0.81) while Pearson Products Moment Correlation was used to test, the hypotheses generated at 0.05 level of significance. Findings showed that self-efficacy (r=0. 98; P<0. 05), and parental involvement (r= 0. 97; P<0. 05) influenced school adjustment of high achieving secondary school students in Oyo State, Nigeria. Therefore, relevant government bodies and schools should adopt methods and different policies that can positively trigger positive aspects of these variables for exploitation in influencing school adjustment of high achieving students.
Student and parent factors as determinants of sexual risk-taking behaviour among gifted adolescents in Ibadan, Oyo State, Nigeria
(Department of Special Education, University of Ibadan, 2014-06) Adelodun, G. A.; Salako, A. A.
The study investigated how student and parent factors could determine sexual risk-taking behaviour among gifted adolescents in Ibadan. The emerging sexuality that accompanies adolescence poses fundamental challenges for young people. The study adopted a descriptive survey research design. Purposive sampling technique was used to select a total number of one hundred and twenty gifted adolescents out of those identified to be gifted in ten Senior Secondary Schools that were randomly picked in Ibadan. Data were analysed using t-test. The result of the first hypothesis revealed that the calculated value t-cal of 2.765 is greater than the table value t-tab of1.966 at 0.05 level of significances with degree of freedom of 198. This implies that there is a significant difference in the sexual risk- taking behaviour of male and female gifted adolescents. The findings of the second hypothesis revealed that the mean score of 2.2570 was recorded for gifted adolescents whose parents have low educational attainment while 1.8900 was recorded for those whose parents are highly educated. The implication of this is that there is a significant difference in the sexual risk- taking behavior of gifted adolescents based on their parents' educational attainment. Based on these findings, il was recommended that public enlightenment must be given on sex education because majority of our people still believe that it is a taboo to expose young children to sex education.