EFFECTS OF COGNITIVE RESTRUCTURING THERAPY ON ACADEMIC GENDER STEREOTYPES AND ACHIEVEMENT GOAL ORIENTATIONS OF SECONDARY SCHOOL STUDENTS IN BAYELSA STATE

Author: Wodi Iniye Irene
Department: Educational Foundation
Affiliation: Nnamdi Azikiwe University Awka

One of the philosophies of education in Nigeria as reflected in the National Policy on Education is the development of the individual into a sound and effective citizen. The individual cannot be said to be sound and effective when encumbered with faulty and negative cognitions, to this end intervention is advocated and so the study sought to find out the effects a psychological intervention such as cognitive restructuring therapy would have on academic gender stereotypes and achievement goal orientations of secondary school students in Bayelsa State. To investigate this, a non-randomised control group pre-test and post-test quasi-experimental research design was implored. The sample of the study consisted of 109 SS2 students drawn from 4 secondary schools from 2 educational zones in Bayelsa State. Two schools were randomly selected from each educational zone and an intact class was selected from each school. Simple random sampling was used to determine the schools to serve as experimental and control groups. Two research instruments namely; Visual Analogue Scale (VASA) and Achievement Goal Orientation Questionnaire (AGOQ) were used for data collection. These were administered as pre-test and post-test. Cognitive Restructuring therapy (CRT) was administered as treatment and this lasted for 8-weeks. The data collected were analysed, using means to answer the research questions and ANCOVA to test the hypotheses at 0.05 level of significance. The result showed that CRT was effective in changing students’ academic gender stereotypes and reducing negative goal orientations while positive goal orientation scores were increased. These changes were all significant. Based on these findings, it was recommended amongst others that CRT be adopted in secondary schools to modify negative cognitions and behaviours of students.

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