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All Journal Journal of General Education and Humanities Academic Journal of Psychology and Counseling
Fehintola, Victor Ayodeji
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Humanities Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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Digital Triggers of Adolescent Anxiety in Oyo Town, Nigeria Fehintola, Victor Ayodeji; Ogunniyi, Tobi Moses
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.512

Abstract

Anxiety disorders represent one of the most prevalent mental health challenges among adolescents globally, with significant implications for academic performance, social development, and overall well-being. While extensive research has examined the impact of digital technology on mental health in Western contexts, there remains a critical gap in understanding these relationships in smaller urban centres in Africa. This study addressed this gap by investigating the relationships between social media use intensity, cyberbullying victimisation, online peer support, and anxiety levels among adolescents in Oyo Town, Nigeria. A cross-sectional correlational design was employed with 250 adolescents (mean age=15.2years, SD=1.8;52% female) selected through multistage sampling from four secondary schools across two Local Government Areas. Data were collected using validated instruments: the SMUIS, CVS, OSS, and the SCARED scales. Pearson correlation analysis revealed significant positive correlations between anxiety levels and both social media use intensity (r=0.483,p<.005) and cyberbullying victimisation (r=0.652,p<.005), while online peer support demonstrated a significant protective effect (r=-0.316, p<.001). Multiple regression analysis identified cyberbullying exposure as the strongest predictor of anxiety levels (β=.526,p<.001), followed by social media use intensity (β=.312,p<.001), with online peer support serving as a significant protective factor (β=-.241,p<.001). These digital variables accounted for 64.3% of the variance in adolescent anxiety levels, indicating a substantial influence of digital experiences on youth mental health in this context. The findings underscore the critical need for comprehensive cyberbullying prevention programs and culturally appropriate digital literacy interventions in Nigerian educational settings, while highlighting the potential of online peer support networks as protective mechanisms against adolescent anxiety.
Psychological interventions for academic motivation among first-year undergraduates in the University of Ibadan, Nigeria Fehintola, Victor Ayodeji; Arewa, Omolara; Samaila, Hannatu
Academic Journal of Psychology and Counseling Vol. 7 No. 1 (2026): November 2025 - April 2026
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/ajpc.v7i1.12697

Abstract

Academic motivation is important to students' success, yet many undergraduates have issues maintaining high levels of motivation throughout their studies. This study addressed the gap in research on effective interventions for enhancing academic motivation (AM) among undergraduate students in Oyo State, Nigeria, investigating the effects of resilience skill training (RST) and goal setting training (GST) with gender and academic self-efficacy (ASe) as moderating variables. Using a quasi-experimental design with 3x2x3 factorial structure, the research involved 59 University of Ibadan participants selected through multi-stage sampling. Two experimental groups (resilience skill training and goal setting training) were compared with a control group, grounded in SDT and SCT. Validated instruments included the AMS (α = .79) (ω = .89) and ASe Scale (α = .87) (ω = .91). Results demonstrated effects (significant) of interventons on AM (F(2, 45) = 7.098, p = 0.002) and ASe (F(2, 45) = 4.557, p = 0.016), while gender showed no significant effect (F(1, 45) = 1.206, p = 0.278). A significant two-way interaction emerged between intervention and ASe (F(2, 45) = 3.837, p = 0.029). The study concludes that both RST and GST effectively enhance AM among undergraduates. Key recommendations include integrating these interventions into university curricula and providing tailored interventions based on students' self-efficacy levels.
Co-Authors Arewa, Omolara Ogunniyi, Tobi Moses Samaila, Hannatu