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All Journal Bulletin of Counseling and Psychotherapy Grief and trauma
Afolasade Airat Sulaiman
Islamic University in Uganda, Uganda
Environmental Science Health Professions Neuroscience Public Health Social Sciences Other

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Differences in Teacher Locus of Control by Religion, Tolerance, Age, Gender, and Teaching Experience Afolasade Airat Sulaiman
Bulletin of Counseling and Psychotherapy Vol. 5 No. 1 (2023): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bocp.v5i1.467

Abstract

This study aims to examine the differences of religious affiliation, tolerance, age, sex, and teaching experience based on the locus of control (LoC) of teachers in Lagos state, Nigeria. The sample for the study consisted of 600 teachers, with 353 female and 247 male participants, aged between 22 and 60 years, and conveniently selected from 20 secondary schools in Lagos State. The study used two instruments: the Adult Nowicki-Strickland Internal-External Control Scale (ANSIE) and the Tolerance Scale (TS). Data was analyzed using simple frequency count, mean, and t-test. Results showed statistically significant differences of age, teaching experience, and tolerance on LoC, but no significant differences of sex and religion. However, the participants’ level of LoC and tolerance were found to be high, at 96.5% and 64.2% respectively. The results of this study provide implications for counselor work with teachers in Lagos state. Based on the findings, it is recommended that counselors consider the impact of age, teaching experience, and tolerance on the locus of control of teachers when working with them. Counselors can also help teachers to further develop their internal locus of control. Additionally, these results could inform counselor education programs, providing guidance on developing the skills necessary to work with teachers and promote locus of control.
Perfectionism and Burnout as Predictors of Distress among Gifted Students: Implications for Counseling Practice Ajeng Intan Nur Rahmawati; Nur Hidayah; Muslihati Muslihati; Diniy Hidayatur Rahman; Imam Ariffudin; M. Sayyidul Abrori; Jarosław Horowski; Afolasade Airat Sulaiman
Grief and Trauma Vol. 3 No. 2 (2025): Grief and Trauma
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/gt.v3i2.822

Abstract

Gifted students may experience psychological challenges alongside their high academic potential and performance demands. This study aimed to examine perfectionism and burnout as predictors of psychological distress among gifted students in Malang, Indonesia. A quantitative correlational study with a cross-sectional design was conducted involving 69 gifted students aged 13–15 years who were enrolled in secondary education and had IQ scores above 130. Data were collected using the Maslach Burnout Inventory (MBI), Child-Adolescent Perfectionism Scale (CAPS), and Depression Anxiety Stress Scales (DASS-21). The data were analyzed using multiple linear regression after testing the assumptions of normality, linearity, and multicollinearity. The results showed that perfectionism and burnout significantly predicted psychological distress simultaneously (F = 69.218, p < .001), with the regression model explaining 70.8% of the variance in distress (R² = .708). Partial analysis indicated that burnout was a significant positive predictor of distress (β = .558, p < .001), whereas perfectionism was a significant negative predictor (β = −.398, p < .001). These findings indicate that burnout and perfectionism have distinct relationships with psychological distress among gifted students. The findings highlight the importance of counseling practices that address burnout while considering the specific dimensions and characteristics of perfectionism among gifted students.
Co-Authors Ajeng Intan Nur Rahmawati Diniy Hidayatur Rahman Imam Ariffudin Jarosław Horowski M. Sayyidul Abrori Muslihati Nur Hidayah