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- 검색키워드
- 저자 : Moses Oluwafemi Ogundokun (검색결과 3 건)
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Stephen Oluwaseun Emmanuel,Moses Oluwafemi Ogundokun 강원대학교 인문과학연구소 2023 Journal of Humanities Therapy Vol.14 No.1
Students experiencing academic failure often get the feeling of rejection from their parents, peers, teachers among others which ultimately impacts on their self-esteem. They evaluate themselves based on the subjective opinion from peers which may cause individuals to judge themselves worthy or unworthy based on the feedback they get from others. This study therefore examined the use of emotional intelligence training and cognitive restructuring on self-esteem of secondary school students experiencing academic failure in Ibadan, Oyo State, Nigeria. The moderating effects of gender and academic motivation were also examined. A pretest-posttest, control group, quasi-experimental design with a 3x2x3 factorial matrix was adopted. A multi-stage sampling procedure was employed. Three local government areas were randomly selected from Ibadan, Oyo State, Nigeria. One public Senior Secondary School were randomly selected from each of the local government area. 120 (M= 53, F=67) senior secondary school students 2 who were experiencing academic failure were screened for the self-esteem and were randomly assigned to Emotional Intelligence Training (40), Cognitive Restructuring Therapy (40) and Control Group (40). Treatment lasted for eight weeks training for emotional intelligence training Journal of Humanities Therapy, Humanities Institute, Kangwon National University, Korea 2023, vol.14-1, pp.75~104 https://doi.org/10.33252/jht.2023.6.14.1.75 ISSN 2765-2653(Online) 76 Stephen Oluwaseun Emmanuel ; Moses Oluwafemi Ogundokun_ Effect of Emotional ... Ⅰ. Introduction Students experiencing academic failure often get the feeling of rejection from parents, peers, and teachers, among others; this feedback may reduce their self-esteem. The impact of self-esteem on a variety of outcomes has been the subject of numerous studies in different disciplines of psychology (e.g., Orth, Robins, Widaman, and Conger, 2014; Pyszczynski, Greenberg, Solomon, Arndt, and Schimel, 2004). In the past, researchers considered having a high level of self-esteem as being wholly positive (Baumeister, Heatherton, and Tice, 1993). According to Diener and Diener (1995), having a high self-esteem was linked to a number of favourable outcomes, including life satisfaction and academic performance (Bowles, 1999). Contrarily, low self-esteem was mostly associated with negative outcomes like depression and poor academic performance (Crocker and Park 2004; DeWit, Adlaf, Offord, and Ogborne, 2000). and cognitive restructuring therapy groups. Data were analysed using Analysis of Covariance (ANCOVA) and Multiple Classification Analysis at the 0.05 level of significance. The results indicated that there was a significant main effect of treatments on self-esteem of the participants experiencing academic failure. There was no significant interaction effect of academic motivation and gender on self-esteem of students experiencing academic failures. Both Emotional Intelligence Training and Cognitive Restructuring Therapy were effective in managing self-esteem of students experiencing academic failure. It was recommended that Counselling Psychologists and Educational Psychologists should utilise these therapies to manage self-esteem of students.
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Moses Oluwafemi Ogundokun,Victoria Aipu Olowo 강원대학교 인문과학연구소 2021 Journal of Humanities Therapy Vol.12 No.2
Examination anxiety is as old as examination itself, as long as examination exist, anxiety is bound to occur. Many students often feel anxious and exhibits lots of negative emotions towards examinations. These feelings of anxiety exhibited by the students generally has deleterious effects on the students and also on their academics and personality. This study therefore examined the use of Cognitive Behaviour Therapy and Relaxation technique on examination anxiety among Senior Secondary School students in the Ibadan metropolis. The moderating effects of emotional intelligence and academic self-efficacy were also examined. A pretest-posttest control group quasi- experimental design with a 3x2x2 factorial matrix was adopted. Multi-stage sampling procedure was employed. Three local government areas were randomly selected from Ibadan metropolis. One public secondary school were randomly selected from each of the local government area. Ninety (M=37; F= 53) Senior Secondary School students SS 1 and 2 were screened for the test anxiety and were randomly assigned to the Cognitive Behaviour Therapy (30) Relaxation Technique(30) and control group(30). Treatment lasted for eight weeks for the CBT and Relaxation Technique groups. Data were analysed using Analysis of Covariance and Multiple Classification Analysis at the 0.05 level of significance. The results indicated that there was significant main effect of treatments on examination anxiety of secondary school students. There was also significant main effect of emotional intelligence and academic self-efficacy on examination anxiety of secondary school students. Both CBT and relaxation technique were effective in managing examination anxiety among secondary school students. Counsellors and educational Psychologists should utilise these therapies to manage examination anxiety among students.
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M. O. Ogundokun(Moses Oluwafemi Ogundokun),L. O. Alamu(Leah O. ALAMU) 강원대학교 인문과학연구소 2020 Journal of Humanities Therapy Vol.11 No.1
The increase rate of social vices and its various forms among adolescents in the society call for concern. This is evident in the high incidences of social vices among others. Previous studies had focused on factors predicting deviant behaviour among adolescents. However, little has been done to develop effective management therapies. This study, therefore, examined Multimodal and Redecision therapies as psychological interventions for managing deviant behaviour among adolescents in correctional centres in South-West, Nigeria. The moderating effect of gender and self-concept was also examined. A pretest-posttest control group quasi experimental design with a 3×2×3 factorial matrix was adopted. Fifty-two (Males = 23; Females = 29) adolescents in correctional centres were on that purpose selected from three states in the South-West, Nigeria. Participants were randomly assigned to Multimodal Therapy (MMT) (15), Redecision Therapy (RT) (22) and Control group (15). Treatment lasted eight weeks. Instruments used were Deviant Peer (r = 0.76) and Self-concept (r = 0.75) scales. Data were subjected to Analysis of covariance and Scheffe Post-hoc at the 0.05 level of significance. The results indicated that there was a significant main effect of treatment on the management of deviant behaviour among adolescents. There was a significant main effect of gender on deviant behaviour. The result also showed a significant main effect of self-concept on deviant behaviour. Multimodal and Redecision psychotherapies were effective in managing deviant behaviour among adolescents in correctional centres. Counsellors and social workers who are in correctional centres should adopt the two therapies to manage deviant behaviour among adolescents in correctional centres.
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