Nigerian Journal of Psychological Research

Developing a Suitable and Valid Measure of Self-construal as Conceptualized in a Collectivist Socio-cultural Setting

2025-02-09T06:04:34+00:00

It has been theoretically postulated that the independent self-view is a Western disposition, whereas the interdependent self-view is a non-Western inclination. However, the most widely used self-construal scale depicts contradictory findings when adapted in a typical collectivist setting like Nigeria. Hence, there is a need to develop and validate a new measure of self-construal. Two studies were conducted to develop and test a suitable scale to measure independent and interdependent self-construal in a predominantly collectivistic society like Nigeria, following Markus and Kitayama's (1991) independent and interdependent self-construal concepts. Exploratory factor analyses on a Nigerian sample backed up the Nigerian Self-Construal Scale’s (NSCS) proposed two-dimensional structure. In the second study, the data were subjected to Confirmatory Factor Analysis (CFA), which produced Chi-Square goodness-of-fit indexes that further supported the scale's two-dimensional structure. The values of the Non-Normed Fit Index (NNFI) and Comparative Fit Index (CFI) were also acceptable. The NSCS had convergent validity established through significant positive relationship with the Self-Construal Scale (SCS, Singelis, 1994) and predictive validity with life satisfaction. Given that the findings were generally noteworthy, one can say with precautious confidence that the NSCS is an appropriate and reliable measure of self-construal in a predominantly collectivist society.

The Enright Process Model as an Effective Tool for Unforgiveness and Anger Management among College Students in Ghana

2025-02-09T06:19:46+00:00

Uncontrolled anger and lack of forgiveness contribute significantly to conflicts within the school and home environments. This research investigated the potential of the Enright Process Model to promote forgiveness and help in anger management among college students. A quasi-experimental design with both experimental (Enright Process Model) and control groups (no intervention), utilizing pre- and post-test assessments was adopted. The sample comprised level 100 students from two Colleges of Education in Ghana. A total of 26 first-year students (13 from each institution) were assigned to the experimental and control groups, respectively. The instruments included the Enright Forgiveness Inventory and the General Anger Inventory. The ages of the participants were 19- 36 years. Paired sample t-test was used to analyse the data. Findings indicated that the Enright Process Model positively influenced forgiveness levels of participants who received the intervention as they reported higher post-test mean score (M = 295.23, SD = 11.75) compared to their pre-test mean score (M = 158.92, SD = 46.57), [t(12) = -11.51, p<.05]. There was no significant difference in pre-test and post-test anger scores of participants who received the intervention [t(12) = -2.19]. The pre-test and post-test forgiveness scores of participants who did not receive the intervention was not significantly different [t(12) = -1.04]. Similarly, there was no significant difference in the pre-test and post-test anger scores of participants who did not receive the intervention [t (12) = -1.57]. This study demonstrates the effectiveness of the Enright Process Model in fostering forgiveness among college students. It is recommended that school counsellors should integrate this therapy into their practice to promote anger management and facilitate forgiveness.

Interpersonal Dependency in a Sub-Saharan African Sample of Undergraduates: Personality and Gender as Factors

2025-02-09T06:37:12+00:00

Interpersonal dependency is a complex, multifaceted personality trait that has adaptive and maladaptive
variants. Moreover, maladaptive dependency has been linked to numerous forms of psychopathology,
including depression, social anxiety, panic, disordered eating, substance abuse, avoidant personality
disorder, borderline personality disorder, and especially dependent personality disorder. This study
examined personality traits (extroversion, neuroticism, agreeableness, conscientiousness, and openness
to experience) and gender as factors in interpersonal dependency among undergraduates. Participants
were 300 students (60.0% male and 40% female) conveniently drawn from the University of Nigeria.
Their age ranged from 17 to 30 years, with a mean age of 22.2 years (SD = 3.4). Two measures were
employed in the study, namely, Interpersonal Dependency Inventory (IDI) and the Big Five Inventory
(BFI). The results of a hierarchical multiple regression showed that extroversion and neuroticism
positively predicted interpersonal dependency. Agreeableness, conscientiousness, and openness to
experience were negative predictors of interpersonal dependency. Gender did not have any significantly
influence on interpersonal dependency Thus, undergraduates with increased extroversion and
neuroticism, and decreased agreeableness, conscientiousness, and openness to experience personality
traits may be more likely to experience more interpersonal dependency. Therefore, personality traits that
can lead to maladaptive interpersonal dependency among undergraduates should be reduced. This also
suggests the need for targeted interventions on interpersonal dependency for undergraduate students
with different personality traits.

Emergence of Scientific Psychology in the Nigerian University System and Reflection on the Sixtieth Anniversary of the Department of Psychology, University of Nigeria, Nsukka

2025-02-09T06:45:30+00:00

This paper reflects on the sixtieth anniversary of founding the Department of Psychology at the University of Nigeria, Nsukka. The Department is the numero uno academic Department of Psychology in Nigeria and its historicity is usually told together with how scientific psychology emerged in the Nigerian university system. The two accounts are inseparable and are interlinked in a complex way. Sixty years of the emergence of psychology in the Nigerian university system and of the existence of Department of Psychology at the University of Nigeria, Nsukka were historic occasions. This reflection, however, is only on the latter. While the Department of Psychology at the University is believed to have contributed, and in fact, is still contributing to research and development, the Department is faced with many challenges that tend to retard its growth rate. Until the challenges of space, and perhaps funding, are resolved, the Department of Psychology at the University of Nigeria, Nsukka would be operating at a level less than its optimum.

Confirmatory Factor Analysis of the Revised Peer Experience Questionnaire (RPEQ) in Assessing Peer Victimization Among Nigerian Sample

2025-02-09T06:50:55+00:00

This study has four primary objectives. First, it examined the latent structure of the peer experience questionnaire which has two independent scales: victimization of others (VO) and victimization of self (VS). Second, it explored the inter-item correlation and internal consistency of RPEQ. Third, it assessed the construct validity of the RPEQ. Fourth, it examined the discriminant validity of the scale. The RPEQ was administered with an aggression and a callousness scale to a sample of the Nigerian adolescence (N = 1200; 606 boys and 594 girls). Their mean age was 15.77years, and SD was 1.26. Three models of the latent structure of RPEQ Scales (VO and VS) were tested using confirmatory factor analysis (CFA). The RMSEA, NNFI, CFI and IFI for the three models had a relatively good fit. The result of the item-total correlation reached accepted values. Also, the result showed better Cronbach’s alphas for the Two-factor model, VO =. 81; VS =.78. The convergent validity showed that the VO scale of RPEQ has a significant amount of variance in common with aggression and callousness scales than VS. The result also showed ethnic variations in the reaction to the VO and VS. Similarly, boys scored higher in VO than girls, but no important gender difference was found in VS. The report confirmed that one to three factors models of VO or VS is adequate in understanding the construct of peer victimization.

Enablers and Barriers for Scaling an Early Childhood Care and Education Model: The Inclusive Home-Based Early Learning Project in Marginalised Communities in Zimbabwe, Uganda, and Kenya

2025-02-09T06:58:52+00:00

Early childhood development (ECD) services are increasingly recognised as essential in improving children's developmental needs and mitigating the effects of intergenerational poverty in Africa. Research and practice have shown that ECD services improve children's health and nutritional status, performance, and retention in school. Though the benefits of preschool exposure are well understood, only 30% of the preschool age children in Sub-Saharan Africa are enrolled in preschool. The enablers for scaling the initiative include presence of government support, cultural rootedness of the initiative, community leadership and support and the presence of Hub models. The barriers included lack of funding support from government, negative attitudes on children with disabilities and lack of understanding of the significance of early child education. These barriers affect the opportunities for scaling this initiative for inclusive early learning among children in marginalised communities. Recommendation from this includeestablishing more and stronger collaborations with different stakeholders including government officials, civil society groups and professional associations, providing more capacity building for parents to ensure community ownership of the IHELP centres by ensuring that parents get more skills and involvement in the learning of their children and making children with disabilities and their families central in the centres to deal with negative community perceptions on children with disabilities.

Associations between Specific Learning Disorder (SLD) and Attention Deficit Hyperactivity Disorder (ADHD): A case report

2025-02-09T07:06:10+00:00

Specific Learning Disorder (SLD) and its comorbid, attention deficit hyperactivity disorder (ADHD), are taking their toll on school children in Nigeria. Teachers and learning professionals are beginning to identify children with these learning problems. Children with these problems face many difficulties with their peers, teachers in school, their neighbours, and siblings at home. These difficulties border around low academic attainment, deficits in interpersonal relationship skills, perceived lack of acceptance, alienation, demoralization, low self-esteem, psychological distress, and poor overall mental health. Their academic, social, emotional, global self-concepts and psychological well-being are also affected. This case report explores the associations between SLD and ADHD in a 12-year-old school child (*Obi) who presents with SLD and ADHD comorbid symptoms and describes his experiences, difficulties, and progress throughout treatment. Observations, interviews, and psychological tests were used to obtain information from the client, his parents, and teacher. Result of observations and interviews revealed that Obi experiences difficulties in reading, written expression, and mathematics. Obi’s overall performance in the subtests of Wechsler Intelligence Scale for Children (WISC-IV) was very poor. His scores on the SNAP-IV Teacher/Parent rating scale revealed that he has ADHD (inattentive type, C-In =1.11). It was also revealed that both teratogens and cultural factors may have contributed to his difficulty. Findings showed that Obi’s mother’s use of a substance during pregnancy could have contributed to the development of Obi’s SLD, ADHD, or both. With guided discovery and support from Obi’s parents and teachers, and with consistent follow-up and evaluation by clinical psychology interns posted to Obi’s school, Obi can improve.

^{*This is not the real name. It was used to maintain confidentiality.}

Moderating role of Social Connectedness in the Relationship between Fear of Missing Out and Problem Gambling Vulnerability among Adolescent Tourists: Implication for Gambling harm Prevention

2025-02-09T07:11:16+00:00

Problem gambling (PG) prevalence has continued to increase in Nigeria and especially among the youth and young adult population. Adolescents are the most at-risk population for PG and their vulnerability appears to increase as their exposure to gambling opportunities such as fun and leisure settings including visits to parks where card and dice games are common. This survey study explored whether social connectedness moderates the association between fear of missing out (FoMO) and problem gambling vulnerability of adolescent tourists. Data were collected from adolescent tourists (N= 615; age range = 15-19 years; M = 17.02, SD = 2.42) who visited a Nature Park in Nigeria between June and December 2023. The participants were made up of male (n = 564(91.71%)) and female (n = 51(8.29%)) The Fear of missing out scale, social connectedness scale and the problem gambling severity index (PGSI) were the instruments used in measuring FoMO, social connectedness, and vulnerability to PG respectively. We hypothesized that social connectedness would act as an adaptive strategy to minimize problem gambling by weakening the effect of fear of missing out on problem gambling vulnerability. The Hayes PROCESS macro analyses result showed that fear of missing out was positively associated with problem gambling vulnerability. Social connectedness was negatively associated with problem gambling vulnerability, and further weakened the positive association between FoMO and problem gambling vulnerability such that, for tourists who are high on social connectedness, the FoMO-problem gambling vulnerability association was negative while for those with low social connectedness, the