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All Journal Studies in Learning and Teaching Academic Journal of Psychology and Counseling
Olatunbosun, Stella Oluwakemi
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Humanities Education Neuroscience Social Sciences Other

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Gender Differences In Perceived School Support, Self-Esteem, Academic Fatigue, And Engagement Among Nigerian Undergraduates Olatunbosun, Stella Oluwakemi; Pillay, Jace
Academic Journal of Psychology and Counseling Vol. 6 No. 1 (2025): November 2024 - April 2025
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/ajpc.v6i1.9786

Abstract

Various studies have found differences in perceived social support, self-esteem, academic fatigue, and academic engagement between men and women. Yet, at this current research location, preliminary data shows the contrary. This study examined undergraduates’ perceived school support, self-esteem, academic fatigue, and engagement in two public Nigerian universities. The cross-sectional quantitative research using the non-experimental design was employed in the study, implementing self-concordance and demands-resources theories. The population of the study was undergraduate students undertaking degree courses at two public universities in Southwest Nigeria, and participants were selected using purposive and simple random sampling techniques. An instrument tagged "School Support and Undergraduates' Self-esteem, Academic Engagement, and Fatigue Questionnaire" was used for data collection. Data were analysed using descriptive statistics and a t-test. The study's findings have shown that undergraduates’ gender influences their perceived school support and academic fatigue, with higher scores seen in male students. However, there was no significant difference in self-esteem and academic engagement between male and female undergraduates. The study recommends that efforts be concentrated on ensuring continued gender equality and gender-balanced dynamics within the school context. Implications of the study and future research suggestions are proffered.
Psychosocial Support for Teachers Experiencing Emotional Challenges in Special Schools: Implications for Counseling Olatunbosun, Stella Oluwakemi; Pillay, Jace
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v7i1.484

Abstract

This study examined psychosocial support mechanisms for special education teachers (SETs) in Southwest Nigeria, with a focus on special primary schools by emphasizing implications for counseling and psychological strategies amid emotional challenges. A quantitative design was utilized by targeting SETs. Data were collected through the Psychosocial Support for Teachers Questionnaire (PSSTQ; α=0.82) and analyzed using descriptive statistics such as frequencies, percentages, and percentile ranks. Findings revealed high stress among SETs, propelled by scarce resources such as inadequate teaching materials, outdated technology, and emotional strain from bonding with students facing significant challenges. Notable gaps include insufficient professional development and social support networks, which are hindering stress management and optimal performance. In conclusion, the study emphasizes the need for an elaborate approach to support SETs, integrating professional development, psychological counseling, and the creation of robust support networks. It advocates for policy interventions to bolster resources and support systems, highlighting the indispensable role of SETs in fostering the growth and development of learners with special needs. The implications for counseling include the recommendation for targeted support strategies that address the unique challenges SETs face, promoting their well-being and, by extension, enhancing the quality of education for learners in special schools.
Co-Authors Pillay, Jace