Browse Publications
Discover and manage thousands of titles across multiple genres, scientific journals, and classic literature.
School refusal behaviours profiles among nigerian adolescents: differences in risk and protective psychosocial factors
By Nwosu, Kingsley Chinaza
School Refusal Behaviours (SRBs) is potentially a risk factor for students' academic and mental wellbeing. Effective management of SRBs demands that the heterogeneity of underlying motives/reasons for refusing school among students are taken into consideration. Yet there is inadequate empirical findings on the SRBs profiles and the SRBs risk and protective psychosocial factors among the Nigerian adolescent. Anchored on the bio-ecological agency framework, we aimed to identify SRBs profiles among Nigerian adolescents by employing a person-centered approach, as well as to determine how students in the identified profiles differed on risk and protective psychological/social factors. Using a cross-sectional research design, we surveyed a total of 539 (48.4% = male; 51.6% = female) adolescent students in secondary schools in Anambra State. We used the latent profile analysis (LPA) to identify four profiles among our population: moderate SRB profile, low SRB profile, mixed SRB profile, and high SRB Profile. Regarding the outcome variables, significant differences existed on students' test anxiety, perceived parent, teacher, classmate supports, and demanding parenting styles. We concluded that adolescents who reported SRBs are not monolithic, and that students who reported higher SBRs could be affected by multiple factors. Our finding is significant given the fact that it points to the need to take into consideration multiple factors in mounting intervention programmes.
Associations between Students' Test Preparation Strategies and Test Anxiety: Gender, Age, and Parents' Level of Education as Control Variables
By Nwosu, Kingsley Chinaza
Although students' test preparation tendencies are related to their test-taking confidence, empirical evidence on how students' test preparation strategies relate to their test anxiety is still lacking. Framed within the skills deficit model, we examined the associations between students' test preparation strategies (cognitive, metacognitive, and social preparation strategies) and their test anxiety (worry, cognitive, tension, and physiological test anxiety). Students' gender, age, and parents' level of education served as control variables. Participants were 248 students in two randomly selected secondary schools in Awka, Anambra state, Nigeria. Survey questionnaires were used for data collection. Major findings revealed that cognitive and metacognitive test preparation strategies significantly predicted worry and physiological indicators components of test anxiety, respectively. When the sociodemographic variables were controlled, the Delta R-2 was significant only in the worry and physiological subscale. We concluded that test preparation strategies could be more associated with the worry subscale than the affective-physiological subscale. Furthermore, test preparation strategies involving monitoring and regulation could be associated to physiological indicators of test anxiety.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.