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|Title:||Systematic graded exposure And Functional Analytic Psychotherapies In Fostering Academic Self-Efficacy And Psychological Well-Being Among Universityspillovers In North Central, Nigeria|
|Keywords:||University spillovers in north central Nigeria, Systematic graded exposure therapy, Functional analytic psychotherapy, Academic self-efficacy, Psychological well-being|
|Abstract:||The inability of undergraduates to cope with academic work often leads to poor grades and at times, dropout resulting in spillovers. Previous studies have done cost analysis of spillover students and wastage in Nigerian universities, while the aspect of intervention towards facilitating academic self-efficacy and psychological well-being have not been addressed. Therefore, this study determined the effectiveness of Systematic Graded Exposure Therapy (SGET) and Functional Analytic Psychotherapy (FAP) in fostering academic self-efficacy and psychological well-being among university spillovers. The moderating influence of self-esteem and socio-economic status were also examined. The study was anchored on self-determination theory by Deci and Ryan (1991), while pretest-posttest, control group quasi experimental design with a 3x2x3 factorial matrix was adopted. The stratified random sampling technique was used. Three federal universities (Ilorin, Abuja and Makurdi) were randomly selected in the North Central, Nigeria. Sixty students (twenty from each university) that had spillover records were randomly selected across faculties. Participants were randomly assigned to SGET (Ilorin), FAP (Makurdi) and Control (Abuja) groups. Treatment lasted eight weeks. Psychological Well-Being (r = .72), Academic Self-Efficacy (r = .68), Self-Esteem (r = .84) and Socio-Economic Status (r = .76) scales were used for data collection. Data were analysed using Analysis of Covariance and Duncan Post-hoc test at 0.05 level of significance. There were significant main effects of treatment on academic self-efficacy (F(2, 44) = 35.07, η2 = 0.62) and psychological well-being (F(2, 44) = 38.37, η2 = 0.64) of the university spillovers. Academic self-efficacy of spillovers in the SGET ( =34.35) and FAP ( =32.70) increased significantly than those in the control group ( =18.10). The SGET ( = 72.40) was more effective than FAP ( =66.35) and control ( =39.20) groups in fostering psychological well-being. There were no significant main effects of socio-economic status and self-esteem on both academic self-efficacy and psychological well-being of university spillovers. There were significant two-way interaction effects of treatment and self-esteem (F(2, 44) = 2.946, η2 = 0.101), and treatment and socio-economic status (F(2, 44) = 2.95, η2 = 0.185) on academic self-efficacy and psychological well-being of the university spillovers. There were no significant three-way interaction effects of treatment, self-esteem, socio-economic status on academic self-efficacy and psychological well-being of the university spillovers. Systematic graded exposure and functional analytic psychotherapies enhanced academic self-efficacy and psychological well-being of university spillovers in North Central Nigeria. These treatments should be adopted to improve academic self-efficacy and psychological well-being of university spillovers.|
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|SYSTEMATIC GRADED EXPOSURE AND FUNCTIONAL ANALYTIC PSYCHOTHERAPIES IN FOSTERING ACADEMIC SELF-EFFICACY AND PSYCHOLOGICAL WELL-BEING AMONG UNIVERSITY SPILLOVERS IN NORTH CENTRAL, NIGERIA.pdf||A THESIS IN THE DEPARTMENT OF Department of Counselling and Human Development studies, SUBMITTED TO THE FACULTY OF EDUCATION IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY OF THE UNIVERSITY OF IBADAN.||4.46 MB||Adobe PDF||View/Open|
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