Please use this identifier to cite or link to this item: http://ir.library.ui.edu.ng:8080/jspui/handle/123456789/1331
Title: ASSERTIVENESS TRAINING AND SELF-MANAGEMENT TECHNIQUES IN ENHANCING SOCIAL COMPETENCE AMONG IN-SCHOOL ADOLESCENTS IN IBADAN, NIGERIA
Authors: BANKOLE, FILANI, JOSEPH
Keywords: Assertiveness training, Self-management, Social competence, Poor social skills, In-school adolescents.
Issue Date: Dec-2012
Abstract: Social competence is an important element for a normal and healthy human relationship. By the peculiar circumstance of adolescents’ age however, in-school adolescents hardly develop and maintain easy ability to relate well and get along both with peers and significant others. At school, they bully each other and get easily involved with academically unfriendly activities such as cheating, pilferage, fighting and other socially unacceptable behaviours which cumulatively mar their chances of academic success. Thus, deficiency in social competence among in-school adolescents is one basic challenge that continues to impact negatively on their potential for adequate inter-personal relationship both at school and at home. While existing studies on adolescents’ inadequate social competences merely investigated its antecedents and consequences, enhancement of adolescents’ inter-personal skills through the application of assertiveness and self-management techniques has not however been considered. This study, therefore, investigated the effect of Assertiveness Training (AT) and Self-Management Techniques (SMT) in facilitating and enhancing social competence among in-school adolescents in Ibadan, Nigeria. The study employed the pretest-posttest, control group, experimental design with a 3x2x3 factorial matrix. Multistage sampling technique was used to select 122 adolescents (58 males and 64 females) from three public secondary schools in three randomly selected local government areas in Ibadan (Akinyele, Ibadan North and Ibadan South-west)( Local Government areas). The average age of the participants was 14.3 (S.D = 1.25 years). Participants were randomly assigned to treatments and control groups. The two treatment groups were exposed to eight-week training sessions in AT and SMT, while participants in the control group received no training. Instruments used were Swinburne University Emotional Intelligence Test (r=0.86) and Social Competence Rating Scale (r= 0.83). Seven hypotheses were tested at 0.05 level of significance. Analysis of Covariance and Schefe post hoc were used for data analyses. There was a significant main effect of treatments on the social competence of the participants (F (2,103) = 172.78, p< 0.05). The mean score revealed that AT ( =74.10) and SMT ( =73.75) were effective and superior to the control group ( =55.60). In all, the Assertiveness Training (AT) demonstrated a more favourable treatment gains than when compared both the Self-Management Technique (SMT) and the control group. There was also significant main effect of emotional intelligence on the social competence of adolescents with poor social skills (F (2,103) = 40.26; p<0.05). The Scheffe post hoc analysis showed that AT ( =74.10) was better than SMT ( =73.75). However, there was no significant main effect of gender on the social competence of the participants. In addition, the interaction effects of treatment and emotional intelligence on the social competence of adolescents with poor social skills was also not significant. Likewise, the three way interaction effects of treatments, emotional intelligence and gender was not significant. Assertiveness Training and Self-Management Techniques were effective in enhancing social competence of adolescents with poor social skills. The two training modalities could be applied by psychologists for the enhancement of adolescents’ social competence.
URI: http://ir.library.ui.edu.ng:8080/jspui/handle/123456789/1331
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KEHINDE, O. O..pdfA THESIS IN THE DEPARTMENT OF GUIDANCE AND COUNSELLING SUBMITTED TO THE FACULTY OF EDUCATION IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY OF THE UNIVERSITY OF IBADAN.2.85 MBAdobe PDFView/Open


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