Search

Revised Child Anxiety and Depression Scale. Analyses were carried out with the SPSS statistical software (version 21); frequencies and percentages, chi-squared statistics, and point-biserial correlations were examined. Results showed a high (35.4%) prevalence of general anxiety and depression among adolescents. Male respondents had a higher proportion of anxiety (32.1%), depression (31.5%), and general anxiety and depression (44.8%) compared to females who had 20.9% symptomatic depression, 21.9% anxiety, and 29.2% general anxiety and depression. Correlates of mental health symptoms in boys were mothers’ education and living with guardians. Having unemployed fathers correlated with anxiety symptoms in girls. Age, class, perceived family socioeconomic status, and emotional connection with parents/guardians were significantly correlated with mental health in both male and female adolescents; however, the pattern of these interactions varied between the genders. Since this study has shown that gender variations exist in the prevalence and correlates of poor mental health among Nigerian adolescents, programs targeting them should reflect gender considerations.

This study determines the effectiveness of a non-digital picture concept programme to treat cognitive deficits in pupils with dyslexia. Using a sample of 38 primary two pupils (aged 7-9 years) in Ebonyi State, Nigeria, a Picture Concept Activity and the traditional method of repetitive passage drill were administered for eight weeks and results were compared. Standard cognitive and reading measures were used and data were analysed with descriptive and inferential statistics. Results show that the experimental participants performed higher than the control group on the overall reading and cognitive proficiency performances. Improved cognitive proficiency was associated with improved reading tasks.

Many adult workers struggle to balance family and work roles, potentially leading to inter-role conflict. Similarly, adult students experience conflicting demands of academic and family roles. The study explored the prevalence and correlates of family and academic role conflict using a sample of 300 students selected from five faculties of the University of Nigeria. Data were collected with a questionnaire titled Family and Academic Role Conflict Scale. The questionnaire was validated using exploratory and confirmatory factor analyses. A bi-factor model was established; the academic-to-family role (AFR) conflict, the family-to-academic role (FAR) conflict factors, and the combined family and academic role conflict (FARC). Data were analysed using frequencies, percentages, point biserial correlation, and multiple regression. Results showed a high (23.3%) prevalence of FARC with a higher prevalence (38.0%) of the AFR than the 19% prevalence of the FAR conflict. Certain demographic characteristics of the students such as age, marital status, and parents/guardians/spouses' educational status significantly correlate with family and academic role conflict. The study concludes that undergraduate students experience inter-role conflict between their family and academic roles in the same way as employed adults experience work and family conflict and this could impact their academic performance and overall well-being. University authorities need to fully understand family and academic role conflict among students to develop sustainable solutions. This article provides insights into how such conflict plays out in this particular context. Therefore, collaboration among stakeholders is crucial for effective strategies to balance family demands and the academic responsibilities of students.