Title: Effect Of Emotional Regulation On Student Disengagement Among Secondary School In The Ibadan Metropolis
Authors: Racheal Rotola OGUNDOKUN PhD
Solomon Adekunle ODEDOKUN PhD
Volume: 10
Issue: 6
Pages: 98-106
Publication Date: 2026/06/28
Abstract:
Student Disengagement, a negative attitude of students towards participation in academic activities that manifests in form of absenteeism, low effort, decreased achievement and increased dropout rates among in-school adolescents has been a major concern among the stakeholders in the educational sector. Studies have shown that in-school adolescents disengage from academic activities in Nigeria, particularly in Ibadan, due to lack of interest in school activities, nonchalant attitudes toward their academic pursuits leading to high rate of dropout. Previous studies on student disengagement focused largely on causative and predictive factors of disengagement, with little attention paid to intervention. This study, therefore, was designed to determine the effect of Emotional Regulation Therapy in managing student disengagement among in-school adolescents in Ibadan, Nigeria. The moderating effect of Academic Self-efficacy was also examined. The pretest-posttest control group quasi-experimental design with a 2x3 factorial matrix was adopted. The simple random sampling technique was used to select two Local Government Areas (LGAs) Ibadan South-East and Ibadan North-East in Ibadan and one Secondary School in each of the LGAs. Sixty in-school adolescents who gave their consent and scored above the threshold of 30 using Davidson, Blackstock, Bye, Clothier, Klupp, Nickson, Turner and Williams' Student Disengagement Indicator Scale (?=0.89. The schools were randomly assigned to ERT (30) and Control (30) groups. Student Disengagement (?=0.88) and Academic Self-Efficacy (?=0.89) scales were also used to measure students disengagement as well as self- efficacy The intervention lasted for eight weeks. The data collected were analysed using Analysis of covariance and Bonferroni post-hoc test at 0.05 level of significance. There was a significant main effect of treatment on student disengagement F(1, 53) = 169.758, p<.05, ?2= 0.762). The participants in the control group experienced increased student disengagement (x ?=72.18), more than those in the Emotional Regulation Therapy (x ?=59.27) groups. There was no significant main effect of Academic Self-efficacy on student disengagement. There was no significant interaction effect of treatment and Academic Self-efficacy on student disengagement. Emotional regulation therapy reduced student disengagement among in-school adolescents in Ibadan, Nigeria. Counselling and educational psychologists should be encouraged to make use of this intervention when dealing with the concept of among students.