DEPARTMENT OF GUIDANCE AND COUNSELLING

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Start date: 1984Subject: search.filters.subject.Self-efficacy

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    Impact of metacognitive Awareness, self-efficacy and Locus of control on academic Performance of senior Secondary school students in Ibadan
    (Institute of Education, University of Cape Coast, 2015-12) Ogundokun, M. O.
    "The study examined the impact of metacognitive awareness, self-efficacy and locus of control on academic performance of Senior Secondary School students in Ibadan. Descriptive survey research design was adopted for this study. A multi-stage random sampling technique was employed in selecting 420 participants from 12 secondary schools in Ibadan for the study. Their ages ranged between 12 years and 18 years with the mean age of 12.6 years and the standard deviation of 1.15. Three valid and reliable instruments were used to assess metacognitive awareness, academic self-efficacy and locus of control while achievement tests on English Language and Mathematics were used as a measure of academic performance of the participants. Multiple regression was used to analyse the data. The results revealed that metacognitive awareness, academic self-efficacy and locus of control were potent predictors mildly associated with academic performance. The study has implications for teachers, counsellors and educational psychologists to appropriate counselling intervention programmes and enabling environment. By so doing, the academic performance of the students could be improved barring all other teaching-learning obstacles "
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    Effective interventions of self-efficacy training in the reduction of test anxiety of student nurses in Ogbomosho north local government, Oyo state, Nigeria
    (Departement of Ecnomics, University of Maiduguri, 2013-06) Ogundokun, M.O.; Akanbi, S.T.
    "This study investigated the effectiveness of self-efficacy training in reducing test anxiety among student nurses. Fifty-one final year students of school of Nursing Ogbomoso, Oyo State, Nigeria were used for the study. The research adopted the 2x2 quasi experimental design and the major instruments used for the study were Sarason Text Anxiety Scale and the usual class achievement tests. The data were analyzed with the aid of Analysis of Variance (ANOVA). The findings indicate that the participants exposed to self-efficacy training showed a significant improvement in their academic performance than those in control group. Also, it was found that test anxiety when not properly managed has a significant negative effect on academic performance of students and that there are interactions effects between test anxiety and self-efficacy on the academic performance of the participant. It is recommended that self-efficacy strategies should be used for the treatment of test anxiety either for diminishing the crippling effects of test anxiety or to teach students how to utilize the anxiety to their advantage. "
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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.