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Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/466
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Item Psycho-sociological factors predisposing attitüde towards learning among secondary school adolescents in Ibadan, Oyo State, Nigeria(Faculty of Education, University of Ibadan Ibadan, Nigeria, 2019) Adeyemi A. O.This study investigated psycho-sociological factors predisposing attitude towards learning among secondary school adolescents in Oluyole Local Government Area, Ibadan, Oyo State, Nigeria. The study adopted a survey research design of the correlational type with a random sample of 288 adolescents from secondary schools in Oluyole Local Government Area. Three research questions were raised and answered at 0.05 level of significance using Pearsons’ product moment correlation analysis and multiple linear regression analysis. The result showed that peer influence, academic anxiety and study habit were significant correlates of students’ attitude towards learning. Regression analysis revealed that the three variables jointly accounted for 41.2% increase in students’ attitude towards learning. The highest predictor was study habit, followed by academic anxiety and peer influence. Students need to be equipped with adequate academic lifestyle which includes the development of a good study habit and academic firmness against peer influence. Human development units such as school counsellors should be given priority to give them the opportunity to build learners academic, emotional and career destiny through annual and bi-annual programmes as well as one on one counselling. School psychologists are enjoined to expose students found with emotional problems such as academic anxiety to psycho-therapies that can help them to adjust and become better persons. Parents should as well join in the task to build the confidence of the adolescents against academic anxiety; this would go a long way in helping the adolescents fulfill their academic dreams.Item Social well-being among adolescents in secondary schools in the Ibadan metropolis: a correlational perspective(Department of Educational Management, 2017-06) Adeyemi A. O.Unprecedented discomfort in living with one another and living for one another is a global challenge. This has brought about loss of lives and property as well as global degradation. This study investigated on the predictors of social well-being among adolescents in secondary schools in Ibadan North Local Government Area (LGA), of Oyo State. The correlational research design of the ex-post facto type was adopted in this study with a randomly sampled population of 300 adolescent students (male= 119, female= 181) from secondary schools in Ibadan North Local Government Area (LGA). Three research questions were raised and answered at 0.05 level of significance using Pearson's product moment correlation and multiple linear regression analysis. The result showed that social well-being positively correlated with emotional intelligence (r= .967, p< 0.01), peer influence (r = .545, p<0.01), family structure (r= .497, p<0.01), self-esteem (r = .220, p<0.05) and school environment (r= -.324, p<0.01). This implies that the higher the peer influence, family structure, self-esteem and emotional intelligence, the higher the likelihood of experiencing social well-being. The most potent factor was emotional intelligence (Beta = .967, t= 48.254, P<0.01), followed by self-esteem (Beta = .456, t= 7.069, P<0.01) A followed by peer influence (Beta = .866, t = 13.442, P<0.01). This implies that increased influence of self-esteem will improve students' social well-being by 45.6%, peer influence will increase social well-being by 86.6%, while emotional intelligence will increase social well-being by 96.7%. The study enjoins school counsellors to come up with programmes on emotional intelligence that Will help students develop healthy social well-being to cope with the demands of life. Policy makers and educational stakeholders need to advocate the inclusion of emotional intelligence or emotional education as a subject to be taught in Nigerian conventional schools to enhance students' social well-being and curb the social menace.