FACULTY OF EDUCATION
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Item Self-esteem, social competence, personality and glossophobia among Nigerian undergraduates(Department of Special Education, University of Ibadan, 2021-07) Adeyemi, A. O.Expression of self in the public is relevant to human relationship, social connect and help seeking and survival. However, glossophobia holds a confederation of complex issues, particularly social and health ones. It is capable of averting loneliness, anger, psychological withdrawal, aggression, emotional maladjustment, anomie and suicide ideation. This propelled investigation on the psycho-social factors as tools for glossophobia among Nigeria undergraduates in Oyo State, Nigeria. Descriptive design of the correlational type was employed. A sample of 300 undergraduate students was randomly selected from three universities. Four reliable measuring scales (Speaking Anxiety; a = 0.88, Personality scale; a — 0.82, Self-esteem; a = 0.84, and Social competence; a. — 0.79) were used for data collection. Pearson Product Moment Correlation (PPMC) and multiple linear regression analysis were used to analyse the data at 0.05 level of significance. It was discovered that glossophobia negatively correlated with selfesteem (r- -0.309, p<0.05), social competence (r= -0.402) and personality (r= -0.202). Multiple regression analysis revealed that there was a significant joint contribution of self-esteem, social competence and personality to glossophobia. The most potent predictors of glossophobia were social competence (Beta = -.243, t = -4.817), and self-esteem (Beta = - .211, t = -3.877). Personality (Beta = -.036, t = -.667) was not a potent predictor of glossophobia. This implies that self-esteem, social competence and personality will reduce glossophobia by 18.9%, 24.4% and 42%o, respectively. University managements should include diagnoses of undergraduates' glossophobia status as part of registration procedure to identify candidate who need urgent psychotherapeutic intervention. Undergraduate students should be helped in improving their self esteem so as to boost their self-worth when faced with need to speak or connect with other people. Since students cannot live in isolation in their effort to meet academic demands, lecturers should help them build social competence through giving group assignments.Item Predisposing factors towards risk-taking behaviours among in-school adolescents in Ibadan metropolis, Oyo State, Nigeria(Department of Social Work, University of Ibadan, Ibadan, Nigeria, 2016-06) Adeyemi, A. O.; Komolafe, T. O.The percentage rate of violence and societal menace rampant in the society today has been recorded to be a by-product of adolescent risk related behaviours. This created an interest in the investigation of predisposing factors towards risk-taking behaviours among in-school adolescents in Ibadan metropolis. The study adopted a correlational research design with a randomly sampled 300 male and female in-school adolescents. Data were collected, using questionnaire measuring family dynamics (Inventory of parent and peer attachment (α=0.78), self-esteem (Rosenburg self-esteem scale (a=0.76), school connectedness (Youth transition survey (α=0.77) and risk-taking behaviour (Youth at-risk and general stability survey (α=0.82). Three research questions were raised and answered. The data were analysed using Pearson's Product Moment Correlation and Multiple Linear Regression at 0.05 level of significance. Result revealed a positive correlation between risk-taking behaviour and self-esteem and negative correlation with family dynamics and school connectedness. High family dynamics and school connectedness will reduce the likelihood of students engaging in risk-taking behaviours. The result also showed that three predictor variables (family dynamics, self-esteem and school connectedness) are potent predictors of risk-taking behaviour F (3,396) = 6.875, R' 85, =P<0.001). The most potent factor was family dynamics, followed by school connectedness and self-esteem. Counseling intervention, such as self-monitoring, peer pressure management, self-regulation, values clarification, and thought-stopping, could help adolescents to withstand the likely effects of low family dynamics, school connectedness and high self-esteem all of which are implicated in this study. Finally, in-school adolescents from a positive family background and a high connection to school may not likely engage in risk-taking behaviours as a result of positive attitude they imbibe both from home and school. School programmes and counselling activities should be channeled towards building students' interest in schooling. Parents are also enjoined to provide social support to the adolescents by showing love, warmth, care and affection.Item Psycho-social predictors of academic underachievement among senior secondary schools students in Ibadan North Local Government Area of Oyo State(2016-06) Adeyemi, A. O.The study examined psycho-social variables as predictors of academic underachievement among senior secondary schools in Ibadan North Local Government Area of Oyo State, Nigeria. The study adopted descriptive survey design of the ex-post facto type. A total of 288 senior secondary school students were randomly selected across Ibadan North Local Government Area of Oyo State. A reliable instrument was used with coefficient alpha above 0.7. Three research questions were drawn and tested with Pearson’s product correlation and multiple regression. The result showed that there was a significant relationship between self-esteem, self-efficacy, large class size, study habit, socio-economic status and academic underachievement. The most potent predictor of academic underachievement was test anxiety. Followed by study habit, socio-economic status, self-efficacy and self-esteem. But large class-size was not a potent predictor of students' academic underachievement. This implies that there is high likelihood that student academic underachievement is an evidence of increased self-efficacy, self-esteem, test anxiety, socio-economic status, study habit; while increased socio-economic status will reduce the tendency of students' academic underachievement. Among others it was recommended that school counsellors should organize academic performance- boosting programmes. They should also develop one- on- one relationship with students in the school so as to help students develop high self-worth and good study habit, which can go alleviate anxiety and improve academic achievement