SOCIOLOGICAL FACTORS AS PREDICTORS OF ACADEMIC EMOTION AMONG NIGERIA UNIVERSITY STUDENTS

OGUNDOKUN Moses Oluwafemi, OJO Oluyemisi Florence

Abstract


 

 

 

This study investigated the sociological factors as predictors of academic emotion among Nigeria University students. The study adopted a survey research design. The participants in the study were 345 undergraduates in South-West, Nigeria. Their age ranged between 17 years and 24 years with mean age of 21.69 years. Three valid and reliable instruments were used to assess academic emotion, parental involvement and social support while birth order was assessed by requesting the participants to fill out a short family history form as part of a battery of sociological tests. Descriptive statistics, Pearson’s Product Moment Correlation and multiple regression analysis were used to analyse the data. The result revealed that parental involvement, social support and birth order were potent predictors mildly associated to academic emotion. The study has implications for behaviour therapist, educational psychologists, educational stakeholders, government and parents on how challenges faced by student under a serious emotional strain which are virtually involved in every aspect of teaching and learning process can be reduced and well managed.

 

 


Keywords


Academic emotion, Parental involvement, Social support Birth order

Full Text:

PDF

References


Adams, B. N. (1972). Birth-order: A critical review. Sociometry, 35, 411-439.

Adeyemo, D.A. (2005). The buffering effect of emotional intelligence on the adjustment of secondary school students in transition. Electronic Journal of Research in Educational Psychology, 6, 2, 79-90.

Adler, A. (1964). The practice and theory of individual psychology.(P. Radin, Trans.) Patterson, NJ: Littlefield, Adams. In Serap (2003) Self-esteem and Stressful life events of University Students.

Ainley, M., Corrigan, M., & Richardson, N. (2005). Students, tasks and emotions: Identifying the contribution of emotions to students’ reading of popular culture and popular science texts. Learning and Instruction, 15, 433-447.

Cohen, S. & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 88(2), 310 - 357

Cohen, S., & Syme, S. L. (1985). Issues in the Study and Application of Social support. In Social Support and Health. San Francisco: Academic Press.

Desimone, L. (1999). Linking parent involvement with student achievement: Do race and income matter? Journal of Educational Research, 93, 11-30.

Domina, T. (2005). Levelling the home advantage: Assessing the effectiveness of parental involvement in elementary school. Sociology of Education, 78, 233-249.

Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In N. Eisenberg (Ed.), Handbook of child psychology: vol. 3. Social, emotional, and personality development (5th ed., pp. 1017-1095). New York: Wiley.

Eckstein,D., Aycock, K.J., Sperber, M.A., McDonald, J., Van Wiesner, V., Watts,R.E & Ginsburg, P. (2010). A Review of 200 Birth-Order Studies: Lifestyle Characteristics. Journal of Individual Psychology, 66, 4, 408-434.

Ernst, C, & Angst, J. (1983). Birth order: Its influence on personality. Berlin, Germany: Springer Verlag.

Fan, X. & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1-22.

Fan, X. (2001). Parental involvement and students’ academic achievement: A growth modelling analysis, Journal of Experimental Education, 70, 1, 27-61.

Goetz, T., Pekrun, R., Hall, N., & Haag, L. (2006). Academic emotions from a social-cognitive perspective: antecedents and domain specificity of students’ affect in the context of Latin instruction. British Journal of Educational Psychology, 76, 2, 289-308.

Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L.,

Resnik, H., et al. (2003). School-based prevention: Promoting positive

social development through social and emotional learning. American

Psychologist, 58, 466–474.

Grolnick, W. S., & Slowoaczek, M. L. (1994). Parent involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65, 237-252.

Healey, M. D., & Ellis, B. J. (2007). Birth order, conscientiousness, and openness to experience: Tests of the family-niche model of personality using a within-family methodology. Evolution and Human Behavior, 28, 55-59.

Herrera, N. C, Zajonc, R. B., Wieczorkowska, G., & Cichomski, B. (2003). Beliefs about birth rank and their reflection in reality. Journal of Personality and Social Psychology, 85, 142-150.

Imonikebe, M. (2009). A Survey of factors that influence students’ attitude towards the teaching of Visual Art in Isoko Land Delta State Niger. Benin Journal of Educational Studies, 19, 1 & 2, 109 – 116.

Jacob, B. (1996). Students’ achievement emotions. Unpublished Master’s Thesis, University of Regensburg, Germany.

Jefferson, T., Herbst, J. H. & McCrae, R.R. (1998). Associations between Birth Order and Personality Traits: Evidence from Self-Reports and Observer Ratings. Journal of Research in Personality, 32, 498–509.

Jeynes, W. H (2005). A meta-analysis of the relation of relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40, 237-269.

Johnson, G. R. (2000). Science, Sulloway, and birth order: An ordeal and an assessment. Politics and the Life Sciences, 19, 211-245.

Lazarus, R. S. & Folkman, S. (1984). Stress, appraisal and coping. New York: Springer.

Lemke, J. L. (2001). Articulating Communities: Sociocultural Perspectives on Science Education. Journal of Research in Science Teaching, 38, 3, 296-316.

Lewis, M., Sullivan, M. W., & Michalson, L. (1984). The cognitive-emotional fugue. In C. E. Longitudinal changes in academic and psychological adjustments. Journal of Research on Adolescence, 8, 123-158.

Luiselli et al., 2005 Learning and Social–Emotional Supports for Students Experiencing Family Transitions: Meeting the Needs of Military, Foster, and Homeless Children. National Association of School Psychologists. Available at: http//www.

McGuirk, E. M., & Pettijohn, T. F. (2008). Birth order and romantic relationship styles and attitudes in college students. North American Journal of Psychology, 10, 37-52.

Parker, W. D. (1998). Birth order effects in the academically talented. Gifted Child Quarterly, 42, 29-38.

Paulhus, D. L., Trapnell, P D., & Chen, D. (1999). Birth order effects on personality and achievement within families. Psychological Science, 10, 482-488.

Pekrun, R. (1992). Expectancy-value theory of anxiety: Overview and implications. In D. G. Forgays, T. Sosnowski, & K. Wrzeniewski (Eds.), Anxiety: Recent developments in self-appraisal, psychophysiological and health research (pp. 23-41). Washington, Dc: Hemisphere.

Pekrun, R. (2000). A social cognitive, control–value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human development (pp. 143–163). Oxford, England: Elsevier.

Pekrun, R., Goetz, T., Titz, W. & Perry, R. P. (2002). Academic emotions in students’ self-regulation learning and achievement: a program of qualitative research. Educational psychologist, 37, 2, 91-105.

Powell-Smith, K.A, Stoner, G., Shinn, M.R., & Good, R.H (2000). Parent tutoring in reading using literature and curriculum materials: Impact on student reading achievement. School Psychology Review, 29, 5-27.

Punia, S. & Sangwan, S. (2011).Emotional Intelligence and Social Adaptation of School Chilren. Journal of Psychology, 2, 2, 83-87.

Rumberger, R.W. (1995). Dropping out of middle school: A multilevel analysis of students and schools. American Educational Research Journal, 32, 583-625.

Schutz, P. A., & Pekrun, R. (1997). Emotion in Education. Elsevier Inc.: Academic Press.

Sheldon, S.B., & Epstein, J.L (2005). Involvement counts: Family and community partnerships and mathematics achievement. Journal of Educational Research, 98, 196-206.

Simon, B.S. (2001). Family involvement in high school: Predictors and effects. NASSP Bulletin, 85, 8-19.

Sirvani, H. (2007b). The effect of teacher communication with parents on students’ Mathematics achievement. American Secondary Education, 36, 31–46.

Steelman, L. C. (1985). A tale of two variables: A review of the intellectual consequences of sibship size and birth order. Review of Educational Research, 55, 353-386.

Sulloway, F. J. (1996). Born to rebel: Birth order, family dynamics, and creative lives. New York: Pantheon.

Tella, A. & Tella, A. (2003). Parental Involvement, home background and school environment as determinant of academic achievement of secondary school students in Osun State, Nigeria. African Journal of Cross Cultural Psychology and Sport Facilitation, 5, 2, 42-48.


Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.