FACULTY OF EDUCATION

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Subject: search.filters.subject.Social competence

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    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.
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    SOCIO-PERSONAL FACTORS AS PREDICTORS OF PSYCHOLOGICAL WELL-BEING OF PUPILS WITH MILD INTELLECTUAL DISABILITY IN THE SOUTH-WEST, NIGERIA
    (2023-06) ENWEREOYE, O. N.
    Psychological well-being, a core feature of mental health that describes an individual’s emotional state, is an indication for good quality of life. Reports show that many pupils with mild intellectual disability in the south-west, Nigeria usually experience deficits in psychological well-being. Previous studies focused more on the acquisition of functional academic and adaptive skills of Pupils with Mild Intellectual Disability (PsMID) than on socio-personal factors (self-esteem, social competence, loneliness and aggression) influencing their psychological well-being. This study, therefore, was carried out to investigate the socio-personal factors (self-esteem, social competence, loneliness, home background, depression, aggression and anxiety) as predictors of psychological well-being of pupils with mild intellectual disability in the South-west, Nigeria. Ryff’s Psychological Well-being and Vygotsky’s Socio-cultural theories provided the framework, while the study adopted the descriptive design of the correlational type. The multi-stage sampling procedure was used. The six states in the south-west, Nigeria were enumerated. The purposive sampling technique was adopted to select 28 government-owned primary special schools within the six states. Based on the Slosson Intelligence Test-Revised, 350 PsMID with intelligence quotient of 52-68 were selected. The instruments used were Slosson Intelligence Test-Revised (r=0.86), Home Background Questionnaire (r=0.75), Self-esteem (r=0.75), Social Competence (r=0.90), Loneliness (r=0.83), Depression (r=0.75), Aggression (r=0.72), Anxiety (r=0.87) and Psychological Well-being (r=0.75) rating scales. Data were analysed using descriptive statistics, Pearson product moment correlation and Multiple regression at 0.05 level of significance. The respondents’ age was 14.48±3.43 years, and 53.4% were male. The respondents’ states of residence were Oyo (38.9%); Osun (20.3%); Lagos (18.9%); Ogun (8.0%); Ekiti (7.1%) and Ondo (6.9%). The respondents’ levels of aggression (x ̅=2.57) and self-esteem (x ̅=2.55) were high against the threshold of 2.50, as well as their levels of anxiety (x ̅=1.97) and social competence (x ̅=2.20) against the threshold of 1.50 respectively; while their levels of loneliness (x ̅ =2.43) and depression (x ̅=2.31), were low against the threshold of 2.50. Social competence (r = 0.23) had a significant positive relationship, while loneliness (r = -0.18) had a significant negative relationship with psychological well-being of PsMID. There was a significant joint contribution of the independent variables (self-esteem, social competence, loneliness, home background, depression, aggression and anxiety) to the psychological well-being of PsMID (F (7; 342) = 4.85; Adj. R2 = 0.072), accounting for 7.2% of its variance. Social competence (β=0.22), loneliness (β= -0.17), and aggression (β=0.12) had significant contributions to the prediction of psychological well-being of PsMID. Social competence positively influenced the psychological well-being of pupils with mild intellectual disability in the south-west, Nigeria, while loneliness negatively influenced their psychological well-being. Special educators, caregivers, parents and school administrators should pay attention to these factors to ensure optimal psychological well-being among pupils with mild intellectual disability.
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    Effects of Community-Based Socio-Cultural Animation and Shade- Tree Theatre on Social Competence of Street Children in Oyo Town, Nigeria
    (2015) Oladiti, A. A.
    The phenomenon of street children and the menace associated with it is assuming an alarming proportion especially in junction towns like Oyo, characterised by large-scale roadside activities. Although literature have established the importance of socio-cultural animation (SCA) and shade-tree theatre (STT) as effective intervention strategies to enhance the social competence skills of these children, available studies have only concentrated on other types of interventions such as value re-orientation, rehabilitation and job creation. Yet, the problem of street children persists. This study, therefore, determined the effects of community-based socio-cultural animation and shade-tree theatre on the social competence of street children in Oyo town, Nigeria. It further determined the moderating effects of gender and family size. The study employed a posttest only, control group, experimental design of 3x3x2 factorial matrix. Seventy-two consenting street children from intact and separated homes found on the street were selected through purposive sampling technique. Participants were randomly assigned to socio-cultural animation, shade-tree theatre and control groups. The treatment lasted ten weeks. Social Competence Skill Scale (r=0.83), socio-cultural animation, shade-tree theatre and placebo (control) activities guides were used for data collection. Three Focus Group Discussion sessions were also conducted with selected street children. Six research questions were answered and seven hypotheses tested at 0.05 significant level. Data were analysed using Analysis of Variance, Duncan post-hoc test and content analysis. Participants‟ mean age was 15.5 years, male 44.4% and female 55.5%. Majority (76.4%) were living with their parents with few (16.7%) from separated homes engaging in hawking, food fending, truck pushing and other services. Most of them (81.9%) were Oyo indigenes, 87.5% were in school and the remaining 12.5% were out of school. There was a significant main effect of treatment on street children‟s social competence (F (2, 55) = 3.34; 2 = 0.03). Children in the STT group had a higher adjusted posttest mean score in social competence ( ̅ = 71.18) than those in SCA group ( ̅ = 60.47) and control group ( ̅ = 59.85). Effect sizes for STT group (2 = 0.06) and SCA group (2 = 0.02) were six and two per cent respectively. There was no significant main effect of family size and gender on street children‟s social competence. The 2-way interaction effects of gender and family size and the 3-way interaction effects of treatment, gender and family size on street children social competence were not significant. Economic (poverty, unemployment) and non-economic (willingness, peer influence, pleasure seeking) were some of the factors responsible for children‟s street activities. The social competence of street children improved through participatory activities of shade-tree theatre and socio-cultural animation. However, the former was more effective than the latter. Regardless of gender and family size, the two participatory interventions should be adopted to enhance street children‟s social competence.