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Item PERSONAL AND WORK- RELATED FACTORS AS PREDICTORS OF CAREER GROWTH OF JUNIOR ACADEMIC STAFF IN UNIVERSITIES IN SOUTHWESTERN, NIGERIA(2014) OGUNYINKA, K. O.Academic and administrative responsibilities assigned to junior academic staff though crucial to their career growth, are largely becoming challenging and inimical to their overall career achievements in Nigeria. Previous studies on career growth in the Nigerian university system have concentrated more on remunerations, job satisfaction and commitment, staff welfare and incentives, funding and retention, organisational climate and career pathways without adequate consideration for the combined predictive effects of personal and work-related factors. Therefore, this study examined the combined prediction of personal (emotional intelligence and gender) and work-related (work attitude, administrative responsibility and mentoring) factors on junior academic staff career growth (Readiness for Promotion (RP), Number of Publications (NoP), Regular Class Attendance (RCA), Teaching Ability (TA) and Self-confidence (SC)) in universities in Southwestern Nigeria. The descriptive survey research design was adopted. Equal allocation method and stratified random sampling techniques were used to select 1200 junior academic staff from 12 purposively selected universities (four each from federal, state and private). Junior Academic Career Growth Scale (r=0.78), Administrative Responsibility (AR) Inventory (r=0.81), Work Attitude (WA) Scale (r=0.85), Emotional Intelligence (EI) Scale (r=0.82) and Mentoring Scale (r=0.81) were used for data collection. These were complemented with four sessions of in-depth interview with four randomly selected junior academic staff in each of the 12 institutions; making a total of 48 sessions. One research question was answered and six hypotheses tested at 0.05 level of significance. Data were subjected to Pearson product movement correlation, multiple regression and content analysis. Personal and work-related factors had a joint significant prediction on junior academic staff career growth (JASCG) (F(5,1194) =116.47) and jointly accounted for 33.0% of its variance. Emotional intelligence (β=0.355), gender (β=0.128), AR (β=0.074), WA (β=0.056) relatively contributed to JASCG, while mentoring did not. Also, EI (r=0.531), gender (r=0.430), mentoring (r=0.416), WA (r=0.326) and AR (r=0.224) positively correlated with JASCG. Administrative responsibilities significantly correlated with the components of JASCG as follows: TA (r=0.218), NoP (r=0.145), RCA (r=0.132), SC (r=0.130), and RP (r=0.115); while work attitude correlated with the same components as ranked: NoP (r=0.338), SC (r=0.369), RP (r=0.343), RCA (r=0.295) and TA (r=0.265). Further, EI correlated with JASCG components in this order: NoP (r=0.047), SC (r=0.025), TA (r=0.025), RCA (r= -0.56), RP (r=-0.34). Mentoring also correlated with JASCG as ranked: NoP (r=0.209), TA (r=0.146), SC (r=0.143), RCA (r=0.135), RP (r=0.112). The junior academic staff can always cope with the rigour of academics and constantly experience ease career growth without much hindrance under good work environment, flexible work system, better mentoring system and high level of intelligence. Administrative responsibilities, work attitude, emotional intelligence and gender positively predicted the career growth of junior academic staff in universities in Southwestern Nigeria. There is, therefore, the need for the university management to provide enabling work environment that can enhance the right work attitude and emotional stability of the junior academic staff for them to perform optimally. In addition, there is the need to ensure an effective formal mentoring system and reduction of excessive workload.Item EFFECTS OF TRANSACTIONAL ANALYSIS AND SELF-EFFICACY STRATEGIES ON EMOTIONAL LABOUR OF NURSES IN ILORIN, KWARA STATE, NIGERIAFAMOLU, F. B.Some nurses have been perceived to have poor interpersonal relationships with patients. This, could affect their productivity and also inhibit psychological torture and wellness of patients. Thus, nurses require emotional labour to overcome these challenges. Emotional labour is the degree of one‟s display of appropriate emotion in response to the patient and the management of feelings to create a publicly observable emotional display as the situation demands. Transactional Analysis and Self-Efficacy Strategy treatments have been employed in enhancing the emotional labour of sales personnel, cashiers, receptionists, police officers and some healthcare personnel but have not been used in respect of nurses‟ professional output. Therefore, this study investigated effects of TA and SES on emotional labour of nurses in the government hospitals Ilorin, Kwara State, Nigeria. The study employed a pretest-posttest, control group, quasi-experimental design with a 3x3x2 factorial matrix. Simple random sampling technique was used to select 124 nurses from University of Ilorin Teaching Hospital and Civil Service Hospital in Kwara State, these hospitals are government hospitals. Two instruments were used. They are Emotional Labour Scale (=0.81) and Emotional Intelligence Scale (=0.80). The samples were randomised into two experimental groups and one control group. It involves eight weeks training; one hour daily contact session twice a week for the experimental groups while the control group was met in the first and eighth week of the contact period. The groups are Transactional Analysis, Selfefficacy and Control group. Seven hypotheses were tested at the 0.05 level of significance. Data were analysed using the descriptive statistics and analysis of covariance. There was a significant main effect of treatments on emotional labour of participants (F(2,114)=44,487, p<0.05). The Transactional Analysis group obtained the highest mean score in emotional labour ( X =170.286), Self-efficacy mean score ( X =164.77), and the lowest mean score obtained by the control group ( X =136.571) which means that Transactional Analysis was more effective in enhancing the emotional labour of the participants. There was no significant difference in the two-way interaction effect of treatment and the moderating variable of emotional intelligence emotional intelligence on participants‟ emotional labour. A comparison of the emotional labour scores of the participants with low, moderate and high levels of emotional intelligence treated with Transactional Analysis and Self-Efficacy strategies were not also significant. Although Transactional Analysis was more effective than Self-Efficacy Strategies, the two approaches were effective in enhancing emotional labour of nurses in Kwara State. The two intervention strategies are, therefore, recommended for use by nurses and other helping professionals in handling interpersonal relationships with their clients.Item EFFECTS OF METACOGNITIVE STRATEGY AND ACHIEVEMENT MOTIVATION TRAINING ON DISSERTATION EFFICACY AND ANXIETY AMONG DOCTORAL STUDENTS IN SOUTHWESTERN NIGERIAN UNIVERSITIES(2014) AYENI, J. O.The importance of dissertation writing towards sustaining academic and intellectual culture cannot be overemphasised. However, the dissertation processes are often fraught with certain inhibiting factors such as low efficacy and anxiety. Hence, there is the need to build in the students a minimum level of confidence and efficacy through cognitive therapies such as meta cognitive strategy and achievement motivation training. Previous studies on successful completion of doctoral dissertations in Nigerian universities particularly in Southwestern, have focused more on opinionated than intervention studies using cognitive therapies in enhancing such accomplishment. This study, therefore, examined the effects of metacognitive strategy (MST) and achievement motivation training (AMT) on dissertation efficacy and anxiety of doctoral students. It further ascertained the moderating influence of emotional intelligence (EI) and gender. The study adopted pretest-posttest and control group experimental design with a 3x2x3 factorial matrix. The samples consisted of 84 doctoral students purposively selected from three universities in South-western Nigeria. Participants were assigned to three experimental groups (MST, AMT and control). Three instruments used for data collection were: Dissertation Self-Efficacy Scale (r=0.88); Dissertation Anxiety Scale (r=0.93); and EI Scale (r=0.78). The administration of treatments lasted eight weeks for the experimental groups. Fourteen hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Covariance. There was a significant main effect of treatments on participants' dissertation efficacy [F(2,65)= 35.47, p<0.05; (=.52)]. Participants who were exposed to Metacognitive Strategy ( x ?=109.60) performed better than those in AMT group (x ?=103.80) and the control group ( x ?=91.37) on measure of dissertation efficacy. Emotional intelligence had a significant moderating main effect on participants' dissertation efficacy [F (1,65)=7.63, p< 0.05; (=.19)]. Participants with high EI recorded the highest mean score in dissertation efficacy (106.70); followed by participants with moderate EI (x ?=100.68) and then participants with low EI (x ?=96.06). However, there was no significant main effect of gender on dissertation efficacy. The interaction effects of treatment and EI on dissertation efficacy were not significant. Likewise, the three-way interaction effects of treatments, EI and gender were not significant. The treatments had a significant main effect on dissertation anxiety [F(2,65)=3.81, p<0.05; (=.10)] of the participants. Metacognitive Strategy group also had the lowest anxiety mean score ( x ?= 78.91) compared to Achievement Motivation Training group ( x ?=85.59) and Control group ( x ?=92.92). Participants with high EI recorded the least mean score ( x ?=84.34) when compared to their moderate ( x ?=86.46) and low EI (x ?=88.08) counterparts on measure of dissertation anxiety. The interaction effects of treatment and EI on dissertation anxiety were not significant. Likewise, the three-way interaction effects of treatments, EI and gender were not significant. While the Metacognitive Strategy and Achievement Motivation Training enhanced dissertation efficacy and reduced dissertation anxiety, the former was more effective. Therefore, doctoral students should be exposed to Metacognitive Strategy and Achievement Motivation Training to facilitate completion of the doctoral programme as scheduled.Item PATH ANALYTIC STUDY OF FACTORS AFFECTING ENTREPRENEURIAL INTENTION OF UNDERGRADUATE STUDENTS IN SOUTHWESTERN NIGERIA(2012) WILLIAMS, T. M.The clamour for the inclusion of entrepreneurship in the curriculum of Nigerian universities has been on the increase. This growing interest may not be unconnected with the rapid rise in the rate of unemployment among school leavers in every facet of human endeavour. Studies on entrepreneurship in the developed countries have been extensive, but research work in Nigeria has not been adequate in investigating the psychosocial factors responsible for entrepreneurial intention. Therefore, this study investigated the causal effects of entrepreneurial self-efficacy, risk-taking propensity, creativity, locus of control, emotional intelligence, social capital, gender stereotype and field of study on entrepreneurial intention of undergraduate students in South-western, Nigeria.A survey research design of ex-post facto type was adopted. The population comprised undergraduate students attending six federal and two state universities in South-western, Nigeria. Two hundred and fifty questionnaires were sent to each of the universities used in the study. One thousand, seven hundred and seventy nine participants were sampled, using stratified random sampling technique. Eight instruments were used, namely, Entrepreneurial Self-Efficacy Scale (? = 0.62); Risk Style Scale (? = 0.78); Multidimensional Perceived Social Support Scale (? = 0.90); Rotter's Internal-External Locus of Control Scale (? =0.63); Emotional Intelligence Scale (? =0.90); Creative Personality Scale (? =0.77); Bem's Sex Role Inventory (? =0. 75), and Entrepreneurial Intention Questionnaire (? = 0.78). Six research questions were answered. Data were subjected to path analysis. A total of 24 direct and indirect significant pathways were identified. Out of these, five pathways were direct and these were: P93(emotional intelligence and entrepreneurial intention) (?=0.25), P94(locus of control and entrepreneurial intention) (? = -0.06), P95 (creativity and entrepreneurial intention) (? = 0.18), P96 (social capital and entrepreneurial intention) (? =-0.05), and P98(entrepreneurial self-efficacy and entrepreneurial intention) (? =0.12), while nineteen were indirect and these were: P42P84P98, P52P85P98, P62P76P87P98, P43P84P98, P63P86P98 and P53P75P87P98 among others. The total effects of the selected factors on entrepreneurial intention of the undergraduates indicated that 36.15% was direct, while 63.85% was indirect. Thus, the eight variables contributed a total of 20.4% to the total variance observed on the measure of entrepreneurial intention. Pattern of correlation in the observed data was consistent with the new model, with total difference of 0.047 and mean difference of 0.001.Consequently, the model is fit and tenable in explaining the causal effects of the independent variables on entrepreneurial intention. Emotional intelligence, creativity, entrepreneurial self-efficacy, locus of control and social capital have direct and indirect influence on entrepreneurial intention. It is, therefore recommended that training programmes relating to the stated factors be put in place to assist in fostering the entrepreneurial intention of students in the university campuses.