Psycho-Personological Correlates of Academic Help-Seeking Among In-School Adolescents

H. Adewuyi, V. Dwarika
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引用次数: 1

Abstract

In the field of educational psychology, seeking academic help is a proven success strategy. This study examined the influence of emotional stability, self-esteem, and gender on academic help-seeking among in-school adolescents in Osun state. The descriptive correlational research design was used. The multi-stage sampling method was used by the researchers. Four hundred (400) in-school adolescents were used for the study. The data for this study were gathered using three reliable and standardized instruments: The Academic Help-seeking Behavior Rating Scale (α = .77), the Emotional Stability Scale (α = .88), and Self-esteem Scale (α = .72). The results demonstrated a substantial correlation between academic help-seeking among in-school adolescents and emotional stability (r = .146; p<.05), self-esteem (r = .207; p<.05), and gender    (r = .025; p>.05) which was not significant. All the independent variables jointly contributed to academic help-seeking among in-school adolescents. Self-esteem made the most significant contribution (β = .249; t = 5.049; p<0.05) to academic help-seeking followed by emotional stability (β = .198; t= 4.016; p<0.05) and Gender (β = .032; t = 6676; p>0.05). It was recommended that educational psychologists should assist in raising awareness and providing counseling to students who have poor or low academic help-seeking behavior.
在校青少年学业求助的心理-人格相关因素
在教育心理学领域,寻求学术帮助是一种行之有效的成功策略。本研究考察了情绪稳定性、自尊和性别对奥逊州在校青少年学业求助的影响。采用描述性相关研究设计。研究者采用了多阶段抽样方法。400名在校青少年参与了这项研究。本研究的数据收集采用三种可靠的标准化工具:学业求助行为评定量表(α = 0.77)、情绪稳定性量表(α = 0.88)和自尊量表(α = 0.72)。结果表明,在校青少年的学业求助与情绪稳定性之间存在显著相关(r = .146;P.05),差异无统计学意义。所有自变量共同影响在校青少年的学业求助。自尊是最显著的贡献(β = 0.249;T = 5.049;p0.05)。建议教育心理学家应协助提高对学业求助行为差或低的学生的认识并提供咨询。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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