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All Journal Bikotetik (Bimbingan dan Konseling: Teori dan Praktik)
Wasiu Olasunkanmi Adeniyi
Obafemi Awolowo University
Humanities Education Other

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Adoptive Parenting Style: Emotional Wellbeing And Coping Strategies Of Orphanage Adolescents In Osun State, Nigeria Wasiu Olasunkanmi Adeniyi; Gloria Aghogho Okunola
Jurnal Bikotetik (Bimbingan dan Konseling : Teori dan Praktik) Vol. 10 No. 1 (2026): Jurnal Bikotetik (Bimbingan dan Konseling : Teori dan Praktik)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bikotetik.v10n1.p1-12

Abstract

The study investigated the level of emotional well-being of orphanage adolescents in Osun State, Nigeria (based on sex and adolescence stage) and assessed the influence of adoptive parenting style on their emotional well-being. It determined the influence of sex on their emotional well-being and ascertained the coping strategies that are usually employed by the orphanage adolescents on their emotional well-being. Descriptive survey design was employed for the study. The sample comprised 167 adolescents selected from six orphanages across Osun State, Nigeria. An adapted instrument titled "Questionnaire on Emotional Well-being of Orphanage Adolescents and Coping Strategies (QEOAC), which comprised four scales was used to collect data from the participants. The instrument was dully validated for construct and content validity and the reliability conducted showed that Cronbach Split-half and Spearman-Brown results obtained were 0.84 and 0.88 respectively. The results showed that 136 (81.4%) and 31(18.6%) orphanage adolescents demonstrated high and moderate levels of emotional well-being respectively. Result indicated that; building a bright future  = 4.5329, being hopeful in spite of situation  = 4.3413 and building hope on educational success  = 4.0599 were the coping strategies mostly used by orphanage adolescents. Also, the result indicated a significant influence of adoptive parenting style (t-test = 66.976, df = 166) and sex (t-test of -2.974, d.f = 165, p > 0.05) on emotional well-being of orphanage adolescents. It was concluded that orphanage adolescents in Osun State, Nigeria had a high level of emotional well-being and that adoptive parenting and sex of the adolescents affect their emotional well-being.
METACOGNITIVE AWARENESS AND TEACHING COMPETENCE AMONG STUDENT-TEACHERS IN SOUTHWESTERN NIGERIA Gloria Aghogho Okunola; Wasiu Olasunkanmi Adeniyi; Muhamad Afifuddin Ghozali; Budi Purwoko
Jurnal Bikotetik (Bimbingan dan Konseling : Teori dan Praktik) Vol. 9 No. 2 (2025): Jurnal Bikotetik (Bimbingan dan Konseling : Teori dan Praktik)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bikotetik.v9n2.p184-194

Abstract

This study examines the level of metacognitive awareness of faculty of education undergraduate student-teachers on the field for teaching practice exercise and also determine the influence of metacognitive awareness on academic competence among undergraduate student-teachers in Southwestern Nigeria. With the increasing recognition of metacognition as a core determinant of student success, this research sought to analyse how well student-teachers regulate and reflect upon their learning processes. A total of 120 student-teachers from four public universities in southwestern Nigeria were selected through a multistage sampling technique. Using validated instruments; the Teacher Competence Assessment Scale (TCAS) and the Metacognitive Awareness Scale (MAS), the study employed descriptive statistics and regression analysis to measure the levels of metacognitive awareness and their predictive capacity on teaching competence. Findings revealed that the majority of student-teachers exhibited moderate levels of metacognitive awareness. However, the regression analysis showed no significant influence of metacognitive awareness on teaching competence. These results have implications for teacher education programs and the integration of metacognitive strategy instruction
Co-Authors Budi Purwoko Gloria Aghogho Okunola