Title: Self-Awareness As Correlate Of Early Childhood And Primary Education Students School Adjustment In Kwara State
Authors: Yahaya OLAREWAJU, Usman Tunde SAADU, Kayode Ezechiel OBAFEMI, & Adebayo Oluwafemi EMMANUEL
Volume: 10
Issue: 5
Pages: 88-93
Publication Date: 2026/05/28
Abstract:
A descriptive design of correlational type was employed to examine the relationship between students' self-awareness and their academic, emotional, and social adjustment. A total of 130 undergraduate students participated in the study, Data were collected using a structured questionnaire titled Self-Awareness and Social Adjustment Questionnaire (SASAQ). The instrument's reliability was confirmed with a Pearson correlation coefficient of -0.83, and its content validity was ensured through expert review. Data were analyzed using descriptive statistics, Pearson Product Moment Correlation (PPMC), and independent sample t-test. The findings showed that the students had a high level of self-awareness, with a weighted mean score of 2.91, and a similarly high level of school adjustment, with a weighted mean score of 3.04. A significant relationship was found between self-awareness and social adjustment (p < 0.05), indicating that self-awareness influences how well students adapt socially within the university environment. However, there was no significant difference in self-awareness based on gender (p > 0.05). The study concludes that self-awareness plays an essential role in fostering effective school adjustment. It recommends the integration of self-awareness training into the curriculum of teacher education programmes to enhance students' overall development.