PERSONALITY TRAITS AND SELF-EFFICACY AS CORRELATE OF SCHOOL ADJUSTMENT AMONG SECONDARY SCHOOL STUDENTS IN ABIA STATE.

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ABSTRACT

The purpose of this study was to determine the extent personality traits and self-efficacy correlate with school adjustment among secondary school students in Abia State.  To carry out this study, seven research questions were posed and seven null hypotheses were formulated and tested at 0.05 level of significance. The study adopted a correlational research design. A total of 878 respondents drawn from the entire population of 8783 senior secondary school class II students drawn through multistage sampling techniques made up the sample for the study. Three instruments were used for the study. The researcher developed two of the instruments namely; “Personality Traits Assessment Questionnaire (PTAQ)”, Selfefficacy Questionnaire (SEQ)”; while “School Adjustment Questionnaire (SAQ)” was adapted from School Adjustment Scale (SAS) developed by Ekennia (2016). These instruments were subjected to face validation by three experts, two from the Department of Psychology and Counselling and one from Measurement and Evaluation; all from Michael Okpara University of Agriculture, Umudike. The stability of the instruments were determined using Pearson’s Product Moment Correlation Coefficient and reliability indices of 0.83, 0.84 and 0.93 for   PTAQ, SEQ and SAQ respectively. The internal consistency of the instruments were determined using Cronbach Alpha method and reliability indices of 0.78, 0.77 and 0.87 were obtained for PTAQ, SEQ and SAQ respectively.  The data obtained through the administration of the three instruments were analyzed using Pearson’s Product Moment Correlation Coefficient (Pearson’s r R2 coefficient of determination) to answer the research questions, while linear and multiple regression analyses were used to test the null hypotheses at 0.05 level of significance. Scheffe test was also done for a step-wise comparison of the means of hypothesis six. Results revealed as follows: Joint personality traits (openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism) significantly correlated with school adjustment among secondary school students. The joint personality traits (openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism) had a very high percentage contribution of 99.8%. However, openness to experience had the highest percentage contribution of 74.2%; followed by conscientiousness with 71.1%; agreeableness with 58.2%; extraversion 56.4% and lastly neuroticism which negatively predicted 31.8% of the students’ level of school adjustment. Self-efficacy significantly correlated with school adjustment among secondary school students as it correlated 80.3% of school adjustment among secondary school students in Abia State. Among the educational implications was that students have diverse personality traits that may enable them to exhibit both adaptive and maladaptive behaviours in the classroom. When the students exhibit adaptive behaviours, it tends to result to positive school adjustment while negative school adjustment may be due to maladaptive behaviours. It was thus recommended among others that government should deploy trained counsellors and psychologists in all the public secondary schools to help the students’ adjust properly in schools. Also, teachers should vary their teaching methods and instructional materials to accommodate the personality differences that exist among the students for their proper adjustment in the school.




TABLE OF CONTENTS 

Title Page
Declaration ii  
Dedication iii 
Certification iv 
Acknowledgements
Table of Contents
List of Tables’                   ix   
Abstract                    xi

CHAPTER 1: INTRODUCTION vi  
1.1 Background to the Study 
1.2 Statement of the Problem  11 
1.3 Purpose of the Study 14 
1.4 Significance of the Study  14 
1.5 Research Questions 17 
1.6 Hypotheses 17 
1.7 Scope of the Study 17 

CHAPTER 2: REVIEW OF RELATED LITERATURE 
2.1 Conceptual Framework 18 
2.1.1 Concept of school adjustment  19 
2.1.2 Concept of personality traits  22 
2.1.3 Openness to experience  25 
2.1.4 Conscientiousness 27 
2.1.5 Extraversion 29 
2.1.6 Agreeableness  31 
2.1.7 Neuroticism 33 
2.1.8 Self-efficacy 36 
2.2 Theoretical Framework  
2.2.1 The big five personality traits theory by Mccrae  39 
         and Coaster (1987) 39 
2.2.2 Psycho-analytic theory of personality by Sigmund Freud (1889) 41 
2.2.3 Analytical theory of personality by Carl Jung (1912)      42 
2.2.4 Social cognitive theory of self-efficacy by Albert Bandura (1977) 43 
2.2.5 Interpersonal theory of adjustment by Harry Stack Sullivan (1953) 44 
2.3 Empirical Studies  45 
2.4 Summary of Literature Reviewed 83 

CHAPTER 3: METHODLOGY 85 
3.1 Design of the Study  85 
3.2 Area of the Study  86 
3.3 Population of the Study    88 
3.4 Sample and Sampling Technique  88 
3.5 Instruments for Data Collection    89 
3.6 Validation of the Instrument  91 
3.7 Reliability of the Instrument  92 
3.8 Method of Data Collection  92 
3.9 Method of Data Analysis    93 
 
CHAPTER 4: RESULT AND DISCUSSION 95  
4.1 Result Presentation 95 
4.2 Summary of Major Findings of the Study 111  
4.3 Discussion of Findings of the Study 113 
   
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 125  
5.1 Summary 124  
5.2 Conclusion 127 
5.3  Educational Implications of the Study 128 
5.4 Recommendations 129 
5.5 Limitations of the Study 130 
5.6 Suggestions for Further Studies 131  
REFERENCES  132 APPENDICES         146   
 
 
 
 
 
 
 
LIST OF TABLES 
4.1:  Correlation Matrix of Openness to Experience and School Adjustment             95       
4.2:  Simple Linear Regression Analysis of Openness to Experience and  
School Adjustment            96 
4.3:  Correlation Matrix of Conscientiousness and School Adjustment               97 
4.4:  Simple Linear Regression Analysis of Conscientiousness and School Adjustment  98 
4.5:  Correlation Matrix of Extraversion and School Adjustment               99 
4.6:  Simple Linear Resgression Analysis of Extraversion and  
School Adjustment 99  
4.7:  Correlation Matrix of Agreeableness and School Adjustment                          101 
4.8:  Simple Linear Regression Analysis between Agreeableness and School  Adjustment  102 
4.9:  Correlation Matrix of Neuroticism and School Adjustment        103 
4.10:  Simple Linear Regression Analysis of Neuroticism and School Adjustment           104 
4.11: Correlation Matrix of Joint Personality Traits (Openness to   Experience,  Conscientiousness, Extraversion, Agreeableness, Neuroticism) and School Adjustment                104 
 
4.12: Multiple Regression on Joint Personality Traits (Openness to Experience, Conscientiousness, Extraversion, Agreeableness, Neuroticism) and School Adjustment 107   

4.13: Multiple Linear Regression Showing the Relative Contribution of Joint  Personality Traits (Openness to Experience, Conscientiousness,  Extraversion, Agreeableness, Neuroticism) and School Adjustment              108
   
4.14:  Correlation Matrix of Self-efficacy and School Adjustment             110  
4.15: Simple Linear Regression Analysis between Self-efficacy and School Adjustment 111
 
 
         
 
 

 


CHAPTER 1

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

School could be regarded as a place where the learners undergo so many academic and nonacademic activities to achieve all round development. However, the achievement of these all round development may not be possible if the learners were not adjusted to the school environment. The way, the manner, behaviour and academic output of the secondary school students today may portray poor school adjustment, which may be as a result of certain factors such as poor school environment, poor home environment, poor classroom climate, poor training of teachers, poor relationships between administrators, peer group pressure, inadequate curriculum and inadequate recreational facilities. For any student to achieve his/her aim of going to school, he/she must be well adjusted in school. To this end, adjustment could be regarded as a change in attitude, behaviour or both by an individual on the basis of some recognized need or desire to change, particularly to account for the current environment or changing a typical or unexpected conditions. According to Dibia and Ajoku (2020), adjustment is an attempt to deal with stress, tensions, conflicts and challenges within one’s self.  In the view of Jose (2020), adjustment refers to the extent to which an individual’s personality functions effectively in the world of people. In the context of this work, adjustment can be defined as the extent to which the students are able to adapt favourably to their environment. 

 

School adjustment therefore is all about the overall well-being of the students and the extent they are able to adapt favourably to their physical, social, academic and learning environment. In the views of Lachani, Jain and Chandel (2019) school adjustment is the process of adapting to the role of being a student and to various aspects of the school environment. Failure to adjust can lead to mental health issues and school refusal or school dropout and may require school counselling. According to Sultana (2019), school adjustment refers to an individual’s state of mind and overall well-being. Similarly, Yellalah (2012) interpreted school adjustment as a continuous dynamic process that is acted and practiced by the individual to change his behaviour in order to enable him adjust with himself and others in the surrounding environment. The above definitions could imply that school adjustment enables one to adapt to one’s own environment and to the environment of others. According to Tommi (2022), school adjustment is that condition of a person who is able to adapt to changes in his or her physical, occupational and social environment.

 

In other words, it is the behavioural process of balancing conflicting needs or needs challenged by obstacles in the environment.  In the context of this study, school adjustment therefore could be defined as the overall well-being and adaptation of the students to their psychological, sociological and physical environmental conditions in relation to their ability to relate cordially with others, do their school work, feel good about school work, be satisfied with themselves as well as have a positive attitude towards schooling and learning experiences. Good school adjustment largely depends upon satisfactory insight into the events and changes that have occurred and a personal acceptance of these changes; modification of beliefs and personal goals; the acquisition of appropriate strategies to compensate as far as possible for any residual handicaps (Oparaugo & Ebenebe, 2021). The adjustment of the students in school could mean, getting along with the members of the school like teachers, principal, fellow students, school counsellors and psychologists as best as each student can. When the students are adjusted in the school, they tend to cope with academic stress, engage in the academic and non-academic activities of the school, adhere to the school rules and regulations, and become happy getting involved in the school activities. 

From the forgoing, school adjustment could be defined as a condition by which the students maintain harmony within themselves and among others and be able to adapt favourably to their physical, social, and occupational changes in their school environment as the need arises. It also enables the students to fit in their own world and to the world of others. 

 

The importance of school adjustment of the students in the realization of their aim of going to school cannot be overemphasized. This is why adjustment of the students is the major concern of school psychologists; hence, lack of it has a negative implication to the students’ academic achievement (Ejichukwu, & Anyaemene, 2022).  According to the authours, this could make the students to engage in all sorts of maladaptive behaviours ranging from risky sexual behaviours, drug abuse, examination malpractices, stealing, and alcoholism among others as defensives mechanism to achieve adjustment in school. In the view of Bunker

(2021), school adjustment helps to maintain peace and harmony in home, school, and society. When there is peace and harmony in the society, the students could be motivated to learn. According to Abdomalaki (2022), lack of motivation is a psychological symptom of underdevelopment. Thus, when the students are well adjusted to their school environment, they tend to be motivated to work towards achieving their aim of going to school which may be geared towards self-development and subsequently national development. When the students are adjusted in the school, they tend to think rationally, act purposefully and deal effectively with their environment by manipulating the environment to favour them and contribute their own quota towards the economic and technological development of the nation.

 

Nowadays, most secondary school students are faced with school adjustment issues that may hinder their academic success in one way or the other. According to Akpama in Ejichukwu and Anyamene (2022), the reason might be traced to their experiential background as most of them are faced with neglect from parents/guardians, unstable homes, emotional neglect and improper home training. These problems tend to make the students to remain in the state of psychological disequilibrium which invariably may result to unhealthy self-efficacy and poor school adjustment.  This however, is capable of pushing them into more problems like prostitution, drug abuse and alcoholism as unrealistic ways to achieve school adjustment. 

 

The challenge that call for the school adjustment of   secondary school students in Abia state could be poor academic achievement. Evidence has shown that in the year 2015, Abia State came first in the result published by West African Examination Council (WAEC) in the

May/June West African Senior School Certificate Examination (WASSCE) with 63.94%. This however, made the then governor of Abia State Dr. Okezie Ikpeazu to award seventeen (17) students scholarship from each Local Government Area of Abia (Enujuba, 2022).  In the year 2016, Abia came out strong again at 81.54% (Lawal, 2020). It is noteworthy that the status quo has not remained the same. For instance, in the year 2021, as cited in Sub-editor (2022), Abia state came out 10th in the list of states with best WAEC results. Teachers, parents, curriculum experts and educators are worried over the declining academic achievement of students in Abia State. Not only that, evidence has also shown that most students who do well in   WAEC in Abia state are mostly from private schools. The public schools are not measuring up as a result of irregular of teachers’ salaries, this however, make the teachers to always absent themselves from school. As a result, the students tend to roam about and engage themselves in all sorts of deviant behaviours like drug abuse, prostitution, rape, internet fraud and among others as defensive mechanisms to get themselves welladjusted in school.

Efforts were made by government to improve the academic achievement of the students by recognizing the need to post counsellors and psychologists in secondary schools to ensure the adjustment of the students. It has not worked out satisfactorily. Hence, one may hardly see a psychologist posted in most secondary schools, only few counsellors may be available.

The Federal Republic of Nigeria’s stipulations in the National Policy on Education (FRN, 2014) stated that in view of personality maladjustment, guidance counsellors and psychologist shall be posted at the secondary level of education. When psychologists and counsellors are readily available in secondary schools in Abia State, the students are likely to meet with them to share their personal concerns to avoid possible school adjustment problems. Students who are well adjusted tend to function adequately, perform task adaptively, be satisfied in various life domains, accepts their personality traits and have a high self-efficacy than those students who are maladjusted. These students who are having school adjustment problems may be due to their negative personality traits and poor selfefficacy. No wonder, Sultana (2019) asserted that school adjustment is broadly affected by personality trait, life changes, and societal support.

 

In the view of Uzoka (2018) personality is the totality of the inherent traits in man that differentiate him from others and affords him the perception of the world and subsequent survival strategies to adjust to his environment as the need arises.  Aggarawal as cited in

Uzoka (2018), perceived personality as the total of individual’s physical and psychological makeup. In the context of this study, personality is the sum totality of the inherited and acquired propensities of man that enable him to behave in a unique way and to adapt favourably to his changing environment. On the other hand, trait could be defined as those unique behavioural characteristics that make every human unique and different in one way or the other. Therefore; personality traits according to Diener and Lucas (2022), reflect people’s characteristic patterns of thoughts, feelings and behaviour. Personality traits may imply consistency and stability. In the views of   Weiten, Lloyd, Dunn and Hammer (2019), personality trait is a set of psychological traits and mechanisms within the individuals that are organized and relatively enduring that influence the individuals’ interactions with, and adaptations to the school environment. In a similar vein, Daminabo (2018) viewed

personality trait as the sum totality of the qualities that differentiate people or the stability of a person’s behaviour across different situations. 

 

Personality traits may include multiple traits that help to explain why students perceive the same situation differently and why they act differently in the same situation, this could be as a result of certain psychological make ups they might have inherited from their parents or acquired naturally in their environment.  According to Santrock as cited by Yohanna (2019), when personality traits are mentioned, one readily thinks about the Big Five Factors or Model by McCrae and Costa which are; openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. However, these traits are suspected in this study as possible correlates of school adjustment among secondary school students in Abia State.

 

Openness to experience is a personality trait that explains how broad or open minded individuals could be. People who score high in it are considered to be open to experience. According to Ejichukwu and Anyaeme (2021), such people may have general appreciation for art, emotion and adventure. They are not stereotype but try new ideas. They are very imaginative, creative, curious and inquisitive. They are not rigid to traditional ideas. They are intelligent, and aesthetically aware. They are unconventional, and this possibly can make them to be controversial. On the contrary, people who score low on openness to experience are more reserved and conventional. They are too rigid to traditional belief system.  They may not be comfortable with new ideas as well as new scientific and technological developments. Individuals who have the personality trait of openness to experience are likely to adjust properly in school and have a high self-efficacy than those students who do not possess this trait. Studies have been conducted on openness to experience as correlate of school adjustment. For instance, Ejichukwu (2021) reported that openness to experience significantly correlated the social adjustment of the secondary school students. Gatzka (2021) reported that intellectual openness was a strong positive correlate of academic achievement, whereas senso-aesthetic openness was a moderate negative correlate of social adjustment.  Redhwan, Muhamed, Zaliha, Yuri, Muhammad, and Manuel (2015) found out that openness and conscientiousness personalities were positively associated with academic performance of students.

 

The personality trait of conscientiousness deals with individual’s who tend to be diligent, disciplined, well organized, punctual, and dependable. A person who scores high in conscientiousness is productive in a variety of occupational areas and with greater longevity (Jackson, Wood, Bogg, Walton & Harms, 2020). However, the reverse is the case of those who score low in conscientiousness. Students who are conscientious tend to adjust easily in school than those students who are not conscientious. Studies have also been conducted on conscientiousness and school adjustment of students. For instance; Verbree, Hornstra, Maas and Meii (2022) reported that conscientiousness correlated gender gap in academic achievement of students in Dutch. Dumfart, and Aljoscha, (2022) found out that intelligence and conscientiousness alone accounted for approximately 40% in the variance of school achievement.

Extraversion is the personality trait that explains how socially active an individual could be. According to Watson, Stasik, Ro and Clark (2013), individuals who score high in extraversion are characterized as outgoing, sociable, upbeat, friendly, assertive, and gregarious. They are referred to as extraverts or positive emotionality in some trait models.

They talk a lot to draw the attention of others.  Extraverted individuals are likely to adjust better in the school than those students who are not extraverted. Several studies have also been conducted on extraversion and school adjustment. For instance; Anyaemene, Ejichukwu and Azuji (2019) reported that Extraversion, Neuroticism and Openness to Experience significantly correlated the social adjustment of the secondary school students.  Rettew, McGinnis, Copeland, Nardone, and Bai and Rettew (2021) found significant higher levels of extraversion to be related to decreases in mood as the pandemic progressed in contrast to those with lower extraversion, for whom there was a slight increase in mood over time. Tamannaeifar and Rezaei (2020) reported a significant relationship between academic adjustment and neuroticism, extraversion and conscientiousness. 

 

The personality trait of agreeableness is a trait that explains the feelings and attitude of an individual towards others. It is characterized by being compassionate and cooperative instead of suspecting and antagonizing others. People who score high in agreeableness are usually honest, decent, trustworthy, considerate, friendly, generous, getting along with others, helpful, positive thinker and often compromising their interest with others. On the contrary, according to Weiten, Lloyd, Dunn, and Hammer (2019), people who score low are characterized as suspicious, antagonistic and aggressive. Students who have a positive feelings and attitudes towards other students tend to agree with them which invariably leads to good adjustment and healthy self-efficacy than those students who do not agree with other students. Studies have also been conducted on agreeableness and school adjustment, for instance; Sanja, Ivanka, and Ines (2020) found out that extraversion, conscientiousness, and agreeableness significantly correlated to life satisfaction. Also, Ghazi, Shahzada, and Ullah (2013) found out that “conscientiousness” and “agreeableness” personality traits were found high while “extroversion”, “neuroticism” and “openness to experience” personality traits were found low in secondary school students. Furthermore, the results showed no significant relationship between personality traits and their academic achievement. Also, Eyong, David, and Umoh (2014) reported that there was a significant difference between the achievements of students with high level of conscientiousness and agreeableness, and those with low levels of the trait.

 Neuroticism is a personality trait that explains how an individual handles his emotion. Individuals who score high in neuroticism are said to be anxious, hostile, self-conscious, vulnerable and insecure. This personality is called negative emotionality. They are always anxious and tend to suffer from depression. Individuals here are often moody, and easily discouraged. This state of emotion hinders them from thinking clearly, making rational decision and coping with stress, (Shevaun, Mroczwk & Avron, 2018). Individuals with this personality trait tend to be maladjusted with poor self-efficacy than those who are not neurotic. Studies have been conducted on neuroticism and school adjustment; for instance, Shokrkon and Nicoladis (2021) reported that personality traits of neuroticism and extroversion are associated with the current mental health of Canadians during COVID-19 pandemic, with extroversion positively related to mental health and neuroticism negatively related to it. Also, Ejichukwu, Anyaemene, and Azuji (2019) reported that Extraversion, Neuroticism and Openness to Experience significantly correlated the social adjustment of the secondary school students. Furthermore, Yusoff, Hadie and Yasin (2023) reported that neuroticism was only found to have significant indirect effects on burnout, whereby burnout increased when neuroticism increased. Also, Aomo (2019) reported that neurotic personality significantly correlated suicidal behavior among students. Schnuck and Handal (2020) found out that neuroticism was most strongly associated with poor social adjustment while extraversion, openness to experience, agreeableness and conscientiousness were all significant correlates of social adjustment and were all associated with positive social adjustment. In a study conducted by Bashir and Khalid (2022) the results showed among others that neuroticism was a positive correlate while conscientiousness and extraversion were negative correlates.

 

Another variable that was suspected to correlate school adjustment among secondary school students in Abia state was self-efficacy. Oparaugo and Ebenebe (2021) asserted that school adjustment problems may be as a result of poor belief system such as low self-efficacy. Thus, self-efficacy could be an influential factor of school adjustment. The students’ believe system about their abilities and personality traits may go a long way in helping them in their school adjustment process in the environment they found themselves. Self-efficacy can be conceptualized as one’s personal judgment of one’s capacities to successfully achieve a given task. Bhagat and Baliya (2016) explicated self-efficacy as an individual’s belief in his or her ability to produce designated levels of performance that exercise influence over events that affect his or her lives. According to Riopel (2019), self-efficacy is all about one’s belief in one’s own abilities as it pertains to dealing with various situations. Hopper (2021) defined self-efficacy as an individual’s confidence in his or her ability to complete a task or achieve a goal. In the context of this study, self-efficacy can be defined as the belief and thoughts students have regarding their abilities, capabilities, aptitudes, and strengths to successfully accomplish a given task. The students’ ability to succeed in a task may largely depend on their self-efficacy. Students with high self-efficacy are more likely to be well adjusted in school. This may be true because such students would have optimistic view and belief of their abilities, and capabilities to carry out the necessary actions required in managing any given situation to achieve success. From the foregoing discussions it could be understood that characteristics and self-efficacy of students who are adjusted are likely not to be the same from the personality characteristics of those that are not well adjusted in the school. 

 

Studies have also been conducted on self-efficacy and school adjustment. For instance; Cordeiro and  Lobo (2016) reported that there is a correlation between self-efficacy and academic adaptation. Also, Azuji (2019) reported that self-efficacy significantly correlated the social adjustment of the secondary school students. Also, Oparaugo and Ebenebe (2021) reported that a positive relationship exist between adolescents self -efficacy and their psychological adjustment. Furthermore, Okafor (2021) reported that emotional intelligence and self-efficacy of students significantly correlated their adjustment. Ejichukwu and Anyaemene (2022) reported that the personality traits of agreeableness, extraversion, neuroticism, and openness to experience significantly correlated student’s social adjustment in Anambra State. However, Conscientiousness personality trait did not significantly correlate social adjustment of the students. Also, the big five personality trait and selfefficacy were shown to have jointly correlated the social adjustment of secondary school students. 

 

Most of these studies were conducted outside Nigeria while some were conducted within Nigeria. Many of those conducted within Nigeria do not seem to have addressed the issue of school adjustment of students in Abia state, talk more of investigating personality traits and self-efficacy as possible correlates of school adjustment of students in Abia state. Hence, the need to determine the extent personality traits and self-efficacy correlate the school adjustment of the secondary school students in Abia state motivated this study.

 

1.2 STATEMENT OF THE PROBLEM

Students especially those at the secondary level of education are supposed to be constantly adjusted in the school so as to be able to face their academics and other issues or concerns that may require proper adjustment. Their ability to adjust in all ramifications could lead to success in their academics and also achieve their social and emotional needs which invariably leads to proper adjustment of students in the school. In the past, students were more adjusted in the school due to the fact that they get matured before starting school. Again, they were disciplined right from home, they had respect for their parents, teachers and for their elders. They were afraid of keeping bad companies and could hardly go contrary to rules, regulations, ethics and moral standards giving to them by their parents at home. These students with good morals and high level of discipline from home invariably would transfer those learning to school which could help in their proper adjustment.  And this, have a positive influence in their academic achievement. Those years, the parents, teachers and significant adults around the students became there role models, guidance counsellors and psychologists. The students adhere to instructions given to them which were directly or indirectly directed towards their adjustment in the school. 

 

Nowadays, secondary school students seem inadequately prepared for the academic, emotional and psychological realities of the secondary education due to age factor, family upbringing, personal issues, mental health issues, peer group influence, social media influence, self-efficacy issues and other personality related issues. All these issues tend to destabilize and affect their adjustment in school. To worsen the whole situation, these students may adopt unhealthy and negative defensive mechanisms to reduce anxiety and emotion caused by maladjustment; by falsifying situations and engaging in all sorts of irrational behaviours like alcoholism, prostitution, examination malpractice, stealing, truancy, absenteeism, robbery,  drug abuse, alcohol abuse, risky sexual behaviours, internet abuse, pornography and among others. All these tend to destabilize and prevent them from achieving their adjustment and academic goals in the school. Recently, the federal government of Nigeria recognized the need for guidance counsellors and psychologists in the secondary schools and stipulated in her National Policy on Education N.PE (2014) that, in the view of personality maladjustment among secondary school students, guidance counsellors and psychologists shall be posted at the secondary level of education. In the secondary school of today, there are insufficient guidance counsellors and psychologists to help these students to understand themselves and their environment better and be able to handle their personal, social, and educational issues which may lead to their proper adjustment in the school. The absence of these guidance counsellors and psychologists in secondary schools have negative influence in the adjustment of the students as well as their academic performance. As a result, most of the students may end up becoming a societal nuisance and liability instead of an asset to the society and to the nation in general. Consequently, they may get themselves involved in delinquent acts like truancy, fighting, alcoholism, drug abuse, risky sexual behaviours among others. Teachers, parents, curriculum experts and evaluators are worried especially when it is suspected that this poor school adjustment may affect the economic and technological development of the nation. Efforts have been made by researchers and other stake holders in education to improve the adjustment of the students in the schools but the ugly situation continues to prevail. Most students fail to maintain a harmonious relationship with other students because they are socially maladjusted and psychologically distressed. 

Past researchers tend to suggest that personality traits and self-efficacy have the potentials of correlating with school adjustments among secondary school students. The extent personality traits and self-efficacy could correlate with school adjustment of Nigerian students who operate in different socio-cultural circumstances is yet to be determined. The problem of this study therefore put in a question form is: To what extent do personality traits and self-efficacy correlate the school adjustment among secondary school students in Abia state?

 


1.3 PURPOSE OF THE STUDY

The purpose of this study was to investigate the extent personality traits and self-efficacy correlate with school adjustment among secondary school students’ in Abia State.

Specifically, the study sought to;

1.     Determine the extent openness to experience correlates with school adjustment among secondary school students.

2.     Find out the extent conscientiousness correlates with school adjustment among secondary school students.

3.     Investigate the extent extraversion correlates with school adjustment among secondary school students.

4.     Determine the extent agreeableness correlates with school adjustment among secondary school students.

5.     Investigate the extent neuroticism correlates with school adjustment among secondary school students.

6.     Find out the extent joint personality traits (openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism) correlate with school adjustment among secondary school students.

7.     Determine the extent self-efficacy correlates with of school adjustment among secondary school students.


1.4 SIGNIFICANCE OF THE STUDY

The findings of this study could have both theoretical and practical significance.  This study could have some theoretical importance for the big Five Personality Traits by McCrae and Coaster (1987), psychoanalytic theory of personality by Sigmund Freud (1895), Analytical theory of Personality by Carl Jung (1912), social cognitive theory of self-efficacy by Albert Bandura (1977) and interpersonal theory of adjustment by Harry Stack Sullivan (1953). The findings of the study could advance the personality trait theory of McCrae and Coaster which proposes that individuals possess the characteristics of the Big Five personality dimensions which are openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. Bandura’s social cognitive theory observed that many students avoid academic activities because they do not believe they possess the required abilities and potentials to succeed and achieve their academic goals. Sullivan’s interpersonal theory of adjustment proposes that individuals engage in behaviourial interaction between persons for the purpose of alleviating anxiety and getting positive feedback from others so as to achieve a good adjustment.

 

Practically, the study could be of immense benefit to the students, parents, teachers, school counsellors, psychologist and future researchers when published. The findings of this study could benefit the students hence it could help towards building and maintaining healthy selfefficacy and relationship that could subsequently lead to their overall adjustment in the school. The findings of this study could enable the students to understand their psychological makeup and that of others as well as discover ways to fit in their own world and in the world of others by avoiding those negative behaviours that could lead to maladjustment. The findings of this study could also serve as a source of information to secondary school students; hence it could expose them to how their personality traits and self-efficacy could correlate their school adjustment. 

The findings of this study could be of great benefit to the parents. Based on the findings, parents could understand the personality characteristics of their children and device suitable parenting style to use on them. This would be achieved through seminars, conferences and workshops. Furthermore, the parents might be able to point out the dimension of personality their children fall under based on the observable signs of the personality characteristics their children may manifest.

For the teachers, the findings of this study could help them to understand the psychology of adjustment of the students, personality characteristic traits and individual differences that exist among the learners. Based on the understanding, the teachers could device suitable teaching strategies and assessment methods to use on the students to accommodate all these differences.

 

The outcome of the research could be of benefit to the guidance counsellors’ by providing information on the personality traits and self-efficacy of the secondary school students as they correlate their school adjustment. This could help them in redesigning and modifying the existing guidance and counselling programmes and services to guide and assist the students who are maladjusted. 

 

The findings of this study could be of benefit to the psychologists; hence it might acquaint them with adequate knowledge of the students’ personality traits and the causes of personality maladjustment as well as the extent their personality traits and self-efficacy correlate their school adjustment.  Based on the knowledge, the psychologists could be able to predict and control students’ behaviour.

 

Finally, the findings of the study and the suggestions made could be beneficial to future researchers. The scientific knowledge gained could be utilized for further research in other related areas. The findings might not only serve as a reference point for academic purposes especially to subsequent researchers in the subject area but could also add to the existing literature in the areas of secondary school students’ personality traits, self-efficacy, and their school adjustment.

 


1.5 RESEARCH QUESTIONS

The following research questions guided the study.

1.     What is the extent to which openness to experience correlates with school adjustment among secondary school students?

2.     To what extent does conscientiousness correlate with school adjustment among secondary school students?

3.     What is the extent to which extraversion correlates with school adjustment among secondary school students?

4.     To what extent does agreeableness correlate with school adjustment among secondary school students?

5.     To what extent does neuroticism correlate with school adjustment among secondary school students?

6.     What is the extent joint personality traits (openness to experience, conscientiousness, extraversion, agreeableness, neuroticism) correlate with school adjustment among secondary school students?

7.     What is the extent to which self-efficacy correlates with school adjustment among secondary school students?


1.6 HYPOTHESES

The following null hypotheses were formulated and tested at 0.05 level of significance.

1.     Openness to experience does not significantly correlate with school adjustment among secondary school students.

2.     There is no significant correlation between conscientiousness and school adjustment among secondary school students.

3.     Extraversion does not significantly correlate with school adjustment among secondary school students.

4.     There is no significant correlation between agreeableness and school adjustment among secondary school students.

5.     Neuroticism does not significantly correlate with school adjustment among secondary school students.

6.     Joint personality traits (openness to experience, conscientiousness, extraversion, agreeableness, neuroticism) do not significantly correlate with school adjustment among secondary school students.

7.     Self-efficacy does not significantly correlate with school adjustment among secondary school students.


1.7 SCOPE OF THE STUDY

The study was delimited to senior secondary school class two (S.S 2) students in Abia state public secondary schools. The study focused on investigating personality traits and selfefficacy as correlates of school adjustment among secondary school students in Abia state.

However, the content scope focused on the ‘‘Big Five’’ personality traits of McCrae and Costa (1987) which are; openness, conscientiousness, extraversion, agreeableness, and neuroticism as well as self-efficacy as the independent variables. The dependent variable of the study was school adjustment.

 

 


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