Research Article
Influence of Self-Efficacy on Social Withdrawal Among Secondary School Adolescents in Ilorin Metropolis, Kwara State, Nigeria
Ahmed Taiye Hassan*
,
Lasisi Adekola Kamil,
Zakariyah Abdul-Hameed Akorede
Issue:
Volume 5, Issue 3, September 2025
Pages:
43-50
Received:
10 March 2025
Accepted:
24 March 2025
Published:
2 September 2025
DOI:
10.11648/j.ijps.20250503.11
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Abstract: Social withdrawal has been reported as a major factor responsible for students’ inactive participation in the school social activities. Research suggested that self-efficacy is capable of improving personal and social interpersonal relationship. This study was on the influence of self-efficacy on social withdrawal among secondary school adolescents in Ilorin, metropolis, Kwara State. Correlational research design of survey was used. The population was 92, 097 senior school adolescents in Kwara State from which 398 (230 male and 168 female) SSS Two adolescents were randomly selected from 15 public schools across the three were purposively selected Local Government Areas in Ilorin metropolis, Kwara State. Data was collected using Social Self-efficacy Scale (SSES) and Social Withdrawal Frequency Scale (SWFS). The reliability of the (SWFS) showed (0.83, 0.63 and 0.83), while (SSES) has reliability score of 0.72. Mean and Standard Deviation was used to answered the research questions and Analysis of Variance was used to test the hypothesis at 0.05 level of significance. Findings showed that there was low social withdrawal among adolescent students in Ilorin metropolis, Kwara State (M= 60.23; SD=5.06). The study also showed that there was high self-efficacy among the majority of the secondary school adolescent students in Ilorin metropolis, Kwara State (M=120.02, SD=5.44). It was found that there was a strong influence of self-efficacy and social withdrawal among secondary school adolescents in Ilorin metropolis, Kwara State (F. Cal. 103.73, df.397, p.>0.05). The study concluded that there was low social withdrawal behaviour among Secondary School Adolescents in Ilorin Metropolis. The study also concluded that there was high self-efficacy among Secondary School Adolescents in Ilorin Metropolis. The study concluded that there was a strong influence of self-efficacy on social withdrawal among Secondary School Adolescents in Ilorin Metropolis. Based on the conclusions, the study recommended that: the school counsellors should ensure that frequent counselling training for at least two times in a week.
Abstract: Social withdrawal has been reported as a major factor responsible for students’ inactive participation in the school social activities. Research suggested that self-efficacy is capable of improving personal and social interpersonal relationship. This study was on the influence of self-efficacy on social withdrawal among secondary school adolescents...
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Research Article
Debunking Delusions That HBCU Students Cannot Learn Psychology Virtually: A Comparative Study of Online vs. In-person Learning
Issue:
Volume 5, Issue 3, September 2025
Pages:
51-62
Received:
9 August 2025
Accepted:
18 August 2025
Published:
2 September 2025
DOI:
10.11648/j.ijps.20250503.12
Downloads:
Views:
Abstract: The exponential growth of online learning has drastically transformed the educational environment. Online learning platforms have allowed for more flexible, personalized, and accessible educational opportunities. However, traditional in-person classes are considered the standard academic format, especially in fields of study like psychology that focus on understanding interpersonal communication. The delusional belief that traditional classroom settings are the only format that facilitates the development of interpersonal skills and other learning objectives in a field like psychology hinders the growth and opportunities for students, academic institutions, and the overall field. This study aims to investigate learning outcome differences between online and in-person pedagogy for Historically Black College or University (HBCU) students studying psychology. Three different analysis tools were used to analyze four years of archival data, experimentation, and surveys collected from a private HBCU in New Orleans, Louisiana. The results indicated no significant difference in academic performance for students studying psychology in an online or in-person class. Research findings also suggest that subject matter interest, effective communication, instructor training on universal standards of practice in online learning, manageable class sizes, access to course resources, and technical support are contributing factors to overall programming success. The article also discussed current trends in teaching, advantages and barriers of online and in-person learning, limitations of the study, and recommendations for improving the educational experience.
Abstract: The exponential growth of online learning has drastically transformed the educational environment. Online learning platforms have allowed for more flexible, personalized, and accessible educational opportunities. However, traditional in-person classes are considered the standard academic format, especially in fields of study like psychology that fo...
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