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Effects of Logotherapy and Cognitive-attribution Therapy on the Academic Adjustment of Undergraduate Repeaters in Obafemi Awolowo University, Ile-Ife

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  • Adeola Shobola (Ph.D)

    (Department of Educational Foundations and Counselling, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria)

Abstract

This study ascertained the effects of Logotherapy (LT) and Cognitive-Attribution Therapy (CAT) on the academic adjustment of undergraduate repeaters in Obafemi Awolowo University, Ile-Ife, Nigeria using experimental research design. From a population comprising all repeating undergraduate students of the university, a sample of 60 undergraduate repeaters was selected across three faculties using purposive, snowball and simple random sampling techniques. An instrument titled Academic Adjustment of Undergraduate Repeaters Questionnaire (AAURQ) was used to collect data andit was analyzed using Analysis of Covariance (ANCOVA)and post-hoc (Scheffe) test. The results showed a significant difference between the pretest and posttest levels of academic adjustment of the undergraduate repeaters (t = 2.04; p = 0.046 0.05). The study therefore concluded that cognitive-attribution therapy could be employed in improving academic adjustment of repeating undergraduate students.

Suggested Citation

  • Adeola Shobola (Ph.D), 2021. "Effects of Logotherapy and Cognitive-attribution Therapy on the Academic Adjustment of Undergraduate Repeaters in Obafemi Awolowo University, Ile-Ife," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(12), pages 472-478, December.
    • Handle: RePEc:bcp:journl:v:5:y:2021:i:12:p:472-478
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