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- 저자 : Stephen Oluwaseun Emmanuel (검색결과 1 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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