JSS-16-2-155-08-536-Salami-S-O-Ab - Kamla-Raj 2008 J. Soc....

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INTRODUCTION There are evidences that secondary school or college students experiencing high levels of psychopathology (psychological distress) are less able to complete complex academic tasks (Barclay, 1994). In the last two decades, there is accumulation of empirical evidence suggesting links between symptoms of psychopathology such as depression and anxiety and academic performance (Brackney and Karabenick, 1995; Dobson and Kendall, 1993; Kendall et al., 1990). Specifically, depression has been associated with deficits in short-term memory functioning in tasks requiring information processing (Brackney and Karabenick, 1995; Dearden, Finger, 2006; Hartas, 2000). Consistent with the above findings, psychopathology has been found to slow down academic performance (Meilman et al., 1992; Svanum and Zody, 2001). However, other researchers such as Brackney and Karabenick (1995) and Bodas (2003) found that there was no direct correlation between depression or anxiety and academic performance. In Nigeria, the poor academic performance of secondary school students with its negative consequences have been of concern to many parents, teachers, counsellors and educational administrators. The poor academic performance has been attributed to lack of adequate teaching facilities, unqualified teachers, students’ poor study habits, psychological adjustment problems such as anxiety, stress, and depression (Akinboye, 1985) and students’ lack of financial support such as scholarships, bursary awards and loans (Salami, 2004b). High incidence of psychopathology has been found among high school students in Nigeria by previous researchers (Salami, 2004a; Sotonade, 1997). Several efforts had been made to solve this enigma (Asonibare and Olayonu, 1997; Okwilagwe, 2001). Despite the efforts of persons concerned with education, the problems still persist. Of much concern in this study is the relationship between psychopathology and poor academic performance among secondary school students which had not been established nor systematically investigated in Nigeria. Understanding the relationship between psychopathology and academic performance is not only of theoretical importance but may also have implications for devising counselling interventions directed at the negative effects of psychological distress on students’ learning outcomes. Although clear links between psychopathology and academic performance are yet to be established, much is now known about the psychological determinants of academic performance (Brackney and Karabenick, 1995; Hartas, 2000; Pintrich and Schrauben, 1994; Salami, 2004) and how psychopathology disrupts cognitive functioning of students (Dobson and © Kamla-Raj 2008 J. Soc. Sci., 16(2): 155-162 (2008) Psychopathology and Academic Performance among Nigerian High School Adolescents: The Moderator Effects of Study Behaviour, Self-Efficacy and Motivation Samuel O. Salami Department of Guidance and Counselling, University of Ibadan, Ibadan, Nigeria E-mail: drsosalami2002@yahoo.co.uk KEYWORDS Psychopathology; study behaviour; self-efficacy; motivation; academic performance ABSTRACT
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This note was uploaded on 01/08/2011 for the course ACC. C-090786 taught by Professor Prof.bantua during the Spring '10 term at Xavier - Ateneo de Cagayan.

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JSS-16-2-155-08-536-Salami-S-O-Ab - Kamla-Raj 2008 J. Soc....

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