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Influence of self-efficacy, locus of control and single parenting on psychological well-being of adolescents
Abstract
The increased level of psychological disturbance among adolescents in high school is well documented in literatures. The World Health Organization in 2010 envisaged that by 2020 psychological problems associated with mental disorder would be 15% of the global burden of disease. The study is anchored on positive psychology theoretical framework by Seligman (1998). Positive psychology theory is applicable in this study because it aims at identifying factors that could increase and sustain adolescents’ well-being. Moreover, the theory supports the promotion of healthy development and well-being of adolescents.
Objective: The study assessed the influence of self-efficacy; locus of control and single-parenting on the psychological well-being of adolescents.
Methodology: This study adopted correlational research design to find the relationship between the independent variables (self-efficacy, locus of control, single-parenting and adolescents) and the dependent variable (psychological well-being). Three hundred and twenty participants (males = 101; females = 219) between the age range of 12-18 years from secondary schools in Ibadan North Local Government Area of Oyo State responded to four self-reported standardized questionnaires which was validated by the researchers. Pearson Product Moment Correlation and Multiple regressions were used to analyze the three research questions raised in the study.
Result: Result revealed that psychological well-being of adolescents has significant positive relationship with self-efficacy (r = 0.426, P < 0.05), locus of control (r = 0.259, P < 0.05) and single-parenting (r = 0.363, P < 0.05). The independent variables when combined together accounted for 49.2% of the variance in the prediction of adolescents’ psychological well-being. Self-efficacy was the most potent variable in the prediction of adolescents’ psychological well-being (β = 0.311, t = 5.466) followed by single-parenting (β = 0239, t = 4,468) while locus of control did not account for variability in the dependent variable.
Conclusion: Developmental and counselling psychologists should improve the psychological status of adolescents by boosting their self-efficacy and re-orientating them to internal locus of control. Also, family should provide a positive support system within which adolescents would be able to explore their changing identity so as to promote their well-being.
p>This study evaluated the effectiveness of psychoeducation intervention in enhancing sexual health literacy (SHL) among adolescents at risk of HIV. Sixty adolescents aged 12-19 years (x̄=15.2) who reported low in Dilorio et al. (1993) Safe Sex Behaviour Questionnaire (SSBQ) were recruited from two secondary schools in Akwa Ibom State, Nigeria, and randomly assigned to treatment and waiting-list group. The intervention group received seven sessions of group-based psychoeducation intervention aimed at improving their HIV/AIDS knowledge, attitude toward HIV Counselling and Testing (HCT), as well as the attitude toward contraceptive use. Participants in the waiting-list control group were not exposed to the intervention. Results show that psychoeducation was effective in improving the sexual health literacy of participants (F (1,59) = 7264.742, p<0.05). Further, there was no interaction effect of gender on the treatment outcome. This outcome suggests that psychoeducation is a viable intervention for enhancing sexual health literacy aimed at reducing HIV new infections among the adolescent cohort. Psychoeducation intervention is, therefore, recommended as an effective treatment to curb new HIV infection among adolescents.
Cette étude a évalué l'efficacité de l'intervention psychoéducative pour améliorer la littératie en santé sexuelle (SHL) chez les adolescents à risque de VIH. Soixante adolescents âgés de 12 à 19 ans (x ̄ = 15.2) qui ont déclaré un faible taux de Dilorio et al. (1993) Questionnaire sur le comportement sexuel sûr (SSBQ) ont été recrutés dans deux écoles secondaires de l'État d'Akwa Ibom, au Nigéria, et affectés au hasard à un groupe de traitement et de liste d'attente. Le groupe d'intervention a reçu sept séances d'intervention psychoéducative en groupe visant à améliorer leurs connaissances sur le VIH / SIDA, leur attitude envers le conseil et le dépistage du VIH (HCT) ainsi que leur attitude envers l'utilisation des contraceptifs. Les participants au groupe témoin de la liste d'attente n'ont pas été exposés à l'intervention. Les résultats montrent que la psychoéducation a été efficace pour améliorer la littératie en santé sexuelle des participants (F (1,59) = 7264,742, p < 0,05). De plus, il n'y a eu aucun effet d'interaction du sexe sur le résultat du traitement. Ce résultat suggère que la psychoéducation est une intervention viable pour améliorer la littératie en santé sexuelle visant à réduire les nouvelles infections à VIH parmi la cohorte des adolescents. L'intervention psychoéducative est donc recommandée comme traitement efficace pour limiter la nouvelle infection à VIH.
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