scholarly works

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End date: 2009Subject: search.filters.subject.Self-efficacy

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    Psychosocial factors and knowledge of early adolescents’ attitude to HIV/AIDS in Ibadan, Nigeria
    (2009-11) Aremu, A. O.; Adindu, P. A.; Adeyemi, A. O.
    The study investigated the influence of some psychosocial factors (self-efficacy, emotional Intelligence, gender and age) and knowledge on HIV/AIDS attitudes of early adolescents. 240 school-going early adolescents (132 males and 108 females) aged between 10 and 14 years participated in the study. The measured effects of the independent variables using the Pearson r and hierarchical regression statistics indicated a joint relationship of the measures on HIV-AIDS altitudes of early adolescents. Similarly, participants' self-efficacy, El, knowledge of HIV/AIDS, and age also influenced their attitudes towards HIV/AIDS. These findings suggest that early adolescents' attitudes towards HIV/AIDS could be improved through the variables investigated.
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    Psycho-social factors as predictors of truancy behaviour among secondary school students in Ogun state, Nigeria
    (2008-05) "Ogundokun M.O.||Olawole O.O. "
    The study investigated some psycho-social factors as predictors of truancy behavior among secondary school students in Ogun state, Nigeria. Descriptive survey research design was employed. A stratified random sampling technique was employed in selecting 300 participating students from the five schools randomly selected from the list of 18 secondary schools in Ijebu North Local Government Area of Ogun State were involved in the study. Their age ranged between 11 years and 19 years with mean age of 10.4 years and the standard deviation of 4. 46. Six valid and reliable instruments were used to assess the truancy behaviour among the students and psychological factors (self-efficacy, self-esteem, anxiety, child parent relationship and peer-group influence). Multiple regression analysis was used to analyse the data. The result demonstrated that each of the psycho-social factors Jointly predicts the truancy behaviour but peer-group influence is the most potent predictor of truancy behaviour. The implications of the findings for educational and counselling practice were highlighted.