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All Journal JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling Educational Psychology Journal
Ogundokun, Moses Oluwafemi
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EMOTIONAL INTELLIGENCE AND CORONA-PHOBIA: THE MODERATING INFLUENCE OF AGE, FAMILY AND GENDER Alebiosu, Yejide Olulani; Ogundokun, Moses Oluwafemi; Raji, Moromoke Nimota
JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling Vol 6, No 1 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jomsign.v6i1.37697

Abstract

ABSTRACTApplication of emotional intelligence in daily activities is necessary in promoting positive relational and adaptive attitudes. This study explored emotional intelligence and corona-phobia and the moderating influence of the age, family and gender. It employed a descriptive survey research design and a total of two (200) hundred respondents participated in the study through the online monkey survey medium. The study adapted the Emotional Intelligence Scale (EIS) by Schutte, Malouff, Hall, Haggerty, Cooper, Golden and Dornheim (1998); Brief Family Relationship Scale by Moos and Moos, (1994); and the Collett-Lester Fear of Death Scale by Lester (2018) for data collection. The five (5) hypotheses raised were tested at 0.05 level of significance and data were analyzed using Pearson’s Product Moment Correlation and multiple regression. The study revealed that emotional intelligence has significant positive correlation on corona-phobia; it also confirmed the moderating influence of age, family and gender on corona-phobia while gender was the most potent influence. It was recommended that individuals should make deliberate efforts to build their skills on emotional intelligence as this facilitates individual coping ability with stress and its relatedness. Interventions for psychosocial preparedness were also suggested to reduce the negative impact that the outbreak of corona-phobia may have on individual’s mental health. Keywords: phobia, corona-phobia, emotional intelligence, family, age, gender
Play and Graded Exposure Psychotherapies on School Refusal Behaviour amongLower Basic Pupils in Public Schools in Ogun State, Nigeria Ajani, Abiola Oluwayemisi; Ogundokun, Moses Oluwafemi
Educational Psychology Journal Vol. 14 No. 2 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/epj.v14i2.33223

Abstract

This study examined the effects of Play Therapy (PT) and Graded Exposure Therapy (GET) on School Refusal Behaviour (SRB) among Lower Basic Pupils (LBP) in public schools in Ogun State, Nigeria. The moderating effects of gender and Academic Self-efficacy (ASE) was also examined. A pretest-posttest, control group quasi-experimental design with a 3x2x3 factorial matrix was adopted. The multistage sampling procedure was used. Three Local Government Areas were randomly selected. Three schools (one per Local Government Area) were randomly selected and assigned to treatment and control groups. The pupils were screened with the School Avoidance Scale (α=.76) and School Attendance Register. 45 pupils who scored above 30.0% were assigned to PP (16), GET (15) and Control (14) groups. The instruments used were School Refusal Assessment (α=.75) and ASE (α=.87) scales. The intervention lasted eight weeks. Analysis of Covariance and Bonferroni post hoc test were used to analyse data at 0.05 level of significance. There was a significant main effect of treatment on SRB among the pupils (F(2; 28)=91.10; partial ῆ2=0.87). The participants in control group had the highest post mean score (80.56), followed by GET (39.65) and PT (36.15). This implies that the PT reduced SRB most among LBP followed by GET. There were no significant interaction main effects of treatments and gender, treatments as well as gender and ASE on SRB. The three-way interaction effect was also not significant. PT and GET were effective in reducing SRB among LBP in Ogun State, Nigeria, irrespective of their gender and academic self-efficacy. Counselling and educational psychologists should make use of this intervention when dealing with such pupils.
Co-Authors Ajani, Abiola Oluwayemisi Alebiosu, Yejide Olulani Raji, Moromoke Nimota