Papers by Segun E M M A N U E L Adewoye
EUREKA: Social and Humanities, 2025
This study examined the impact of parental influence on the resilience of teenagers in secondary ... more This study examined the impact of parental influence on the resilience of teenagers in secondary school in Nigeria against premarital sex and porn engagement. A total of 400 participants, randomly selected from senior secondary schools, were used for the study. Parental involvement rating scale, problematic pornography consumption scale, and premarital sexual permissiveness scale (PSPS) were used for data collection. Descriptive statistics, Pearson's product-moment correlation, T-test, and analysis of variance were used to analyse the data. Findings of this study indicated that parental involvement significantly influenced premarital sex engagement (r =-0.698; p < 0.05), indicating that parental involvement is inversely related to premarital sex engagement among teenagers in secondary school. Also, the result of this study indicated that pornography engagement is significantly correlated with premarital sex engagement (r = 0.650; p < p<0.05). However, findings from this study revealed that gender is a factor affecting premarital sex, as the male mean seems higher considering their minimum total number (t = 11.007, p < 0.05). Nevertheless, the last hypothesis of this study tests the differences in premarital sex engagement among teenagers in secondary school based on age. The results from the ANOVA with F-ratio (F (2,399) = 4.156, P < 0.05) show that there is a significant difference in the level of premarital sex engagement of secondary school students based on age. It is therefore recommended that the government, through the Ministry of Education, should, as a matter of urgency, integrate sex education in both primary and secondary school curricula. Stakeholders should sensitise students about the adverse effects of premarital sexual practices while reducing access to sexual content. Parents should engage their wards productively to ensure resilience against sexual immorality.
Emotional and Behavioural Difficulties , 2025
Despite the intervention framework, educational policies, and efforts aimed at providing a suppor... more Despite the intervention framework, educational policies, and efforts aimed at providing a supportive environment and improving the social climate for Lesbian, Gay, Bisexual, Transgender (LGBT) learners in South African schools, LGBT-based school bullying continues to persist. Therefore, the purpose of this study was to examine the roadblocks to combating LGBT based school bullying in South Africa. Ten participants were purposively selected to participate in this study. Data was collected using semi-structured individual interviews, which were also audiorecorded.. The data was analysed using inductive thematic analysis. The findings of this study showed that teachers' inadequate support, reluctance to accept LGBT status, religious beliefs, inadequate LGBT bullying case reports, and use of the same facilities as heterosexual learners were the main factors that limit schools to combat LGBT-based school bullying. It is recommended that schools create a forum for learners to report homophobic bullying, which in turn creates more opportunities for intervention and allows swift action when cases of bullying are reported. A school-based support team needs to ensure that schools have symbols, stickers, flags, and posters depicting acceptance and respect for LGBT learners so that all LGBT learners can feel safe and enjoy being at school.
Trends in Psychology , 2025
The purpose of this study was to examine the mediating effect of personality traits in the relati... more The purpose of this study was to examine the mediating effect of personality traits in the relationship between bullying victimization and psychological distress among adolescents in South Africa. One hundred and forty adolescents whose age range from 11 to 20 years were purposefully selected to participate in the study. Participants completed baseline assessment which included Olweus Bully/Victim Questionnaire, the Introversion Extroversion McCroskey Scale, and The Kessler Psychological Discomfort Scale (K10). Zero-order correlations of all study variables were tested with the study's dependent variable. Mediating analysis revealed that introversion-extroversion personality mediated the relationship between cyberbullying and psychological distress (c′-path analysis; b = 0.0285, t(140) = 1.864, p < .05; bootstrap = .0734 and .1869). The results indicated that both traditional and cyberbullying have positive and significant relationship with psychological distress among adolescents. The results further revealed that participants who were extroverts experienced less psychological distress symptoms compared to participants who were introverts. The outcome of the study should be considered when examining personality trait that mitigate or exacerbate psychological distress among adolescents' victims of bullying. Furthermore, the result of this study may inform future strategies aimed at reducing the likelihood of bullying victimization among adolescents.
Interdisciplinary Journal of Education Research , 2025
Previous research on teachers' organisational commitment reveals that investigations into this su... more Previous research on teachers' organisational commitment reveals that investigations into this subject have yet to focus on school climate and on what undermines or strengthens high school teachers' commitment. It is necessary to understand the specific school climate dimensional factors that are positively associated with high school teachers' organisational commitment. Therefore, the purpose of this study is to explore teachers' experiences of school climate and their commitment to teaching as a profession. A phenomenological research design was adopted using a qualitative research approach. A non-random purposive and convenient sampling technique was employed to identify 30 high school teachers within the age bracket of 30 to 40. Data was collected using semi-structured individual interviews, which were also audio-recorded. Following the recordings, the interviews were transcribed. The data was analysed using inductive thematic analysis. The findings of this study indicated that collegial leadership styles, teachers' self-identity, organisational culture, and perceived job security are the school climate dimensional factors that predict organisational commitment among South African high school teachers. This implies that teachers' levels of organisational commitment are significantly shaped by their work environment. Therefore, the goal of educational institutions should be to establish a cooperative, respectful, and encouraging work atmosphere that values teachers' contributions in order to enhance organisational commitment.
Futurity Education , 2024
Information and communication technology (ICT) greatly influence teaching and learning in higher ... more Information and communication technology (ICT) greatly influence teaching and learning in higher education by facilitating both the instructional and learning processes. While studies have been accomplished in developed countries on the use of ICT in education, revealing a positive correlation between ICT knowledge and professional development in teacher education programs, there is a lack of research on college lecturers' awareness and use of ICT in teaching and learning in Nigerian institutions. Therefore, the purpose of this study was to investigate lecturers’ level of awareness of ICT and ICT utilisation for teaching Health Education in Nigeria. A descriptive research design was adopted. A total of 515 respondents were chosen through a multistage sampling technique. Respondents completed the Information and Communication Technology Competencies for Teachers Questionnaire (ICTCTQ). The findings of this study showed that lecturer’s knowledge of ICT is relatively high. Notwithstanding, they hardly utilised ICT resources for teaching Health Education courses. The result further indicated that there was a significant difference in lecturer’s knowledge of ICT and utilisation of ICT in teaching Health Education (t=76.359, df=59, p<0.05). Lecturer’s knowledge of ICT had a greater mean of 21.0000 while the utilisation had a mean of 11.51556, indicating a mean difference of 9.4844. Going by the findings of this study, it was important to place the emphasis on attitudinal change of lecturers towards the use of information and communication technology. This is because attitudes towards the use of ICT appears to be a major factor that determines whether a potential user would utilise ICT. Therefore, there is a need for training and re training of college lecturers on attitudinal change towards the use of ICT.
Keywords: ICT, instruction, pedagogy, health education.
Theory and practice of second language acquisition , 2024
Language in education plays a critical role in effective teaching and learning worldwide. This st... more Language in education plays a critical role in effective teaching and learning worldwide. This study aimed to explore the challenges of learning in a second language among secondary school learners with developmental language disorder (DLD). The study also unveils strategies used by professionals to support learners and learners' attitudes towards support. The study participants were learners (n = 12), teachers (n = 5), a speech Language therapist, and an educational psychologist. A qualitative research approach was utilised employing a case study as the research design. Data generation sources included non-participatory observations, interviews, and focus group discussions. Data was analysed using thematic analysis. Findings indicated that learning in a second language as the medium of instruction posed challenges for learners with DLD. They struggled with comprehension, reading, and word recognition of learning content. Teachers indicated that they used strategies such as remedial lessons and giving learners more reading material to enhance their vocabulary and narrative skills. They also referred learners to other professionals for further assistance. Parental involvement is also encouraged in support of learners. However, one of the factors limiting learners' support is learners' attitudes. Learners' attitudes towards support may be attributed to limited awareness of DLD. Hence, there is a need to raise awareness of DLD among the learners. An in-depth course on special education in secondary teacher training programmes is necessary to further equip teachers with strategies to enhance inclusive classrooms. The promotion of local languages as a medium of instruction must be highly prioritised, even at a secondary level of education.
The open psychology journal 17(1) 1-10, 2024, 2024
Background: Despite pieces of evidence suggesting that one of the major motivations of Xenophobic... more Background: Despite pieces of evidence suggesting that one of the major motivations of Xenophobic behaviour is cognition, there are limited studies that have systematically reviewed the influence of psychological factors on Xenophobic behaviour. Therefore, this study set to conceptualise a psychological-based intervention by weighing the pieces of evidence from previous studies that examined the dispositional determinants of xenophobic behaviour in South Africa using structured systematic reviews. Methods: The articles considered in this study were incorporated using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework of 2009. We performed a review search in PubMed, PsychINFO, Google Scholar, and Unisa Library for studies published between 2008 and February 2022. Results: The outcome revealed that shared external locus of control, repression, displacement, and learned helplessness were major dispositional factors influencing reoccurring xenophobic behaviour. Conclusion: It was concluded that dispositional factors precipitate/perpetuate xenophobic behaviours in South Africa, and implementation of the conceptualised intervention framework could forestall further occurrence. The organised body of psychology in South Africa should implement a National Cognitive ReOrientation Programme (NCRP) to tackle and boost the internal locus of control of South Africans.
E-Journal of Humanities, Art and Social Sciences, Apr 6, 2023
Bullying and psychological distress among adolescents are considered serious social and public he... more Bullying and psychological distress among adolescents are considered serious social and public health concerns. Several research works concerning psychological distress among adolescents as a result of bullying experiences have been conducted but not many studies explore the differences in the bullying experiences of LGBT adolescents and their heterosexual counterparts. Therefore, the purpose of this study was to examine the comparative analyses of traditional bullying, cyberbullying, and psychological distress among heterosexual and LGBT adolescents in South Africa. The study adopted an ex-post-facto research design. A total of 140 respondents (73.6% self-identified as heterosexual and 26.4% as LGBT adolescents) who are students, were engaged using purposive random sampling. Participants completed the bullying victimisation components (B1 for the traditional bullying scale and B2 for cyberbullying scale) and the Kessler Psychological Distress Scale (K-10), which measures psychological distress among the study participants. Findings revealed that sexual orientations and gender identities do not significantly influence traditionalbullying victimisation among adolescents (t = 0.065, df = 138, p > .05). However, further analysis revealed that LGBT adolescents (ẋ=53.44; SD=05.03) reported higher experiences of cyberbullying, compared to their heterosexual counterparts (ẋ=45.84; SD=06.57). Consequently, LGBT adolescents (ẋ=30.28; SD=0.75) reported higher experiences of psychological distress because of cyberbullying victimisation, compared to their heterosexual counterparts (ẋ=24.87; SD=03.15). It is recommended that psychological assessments and insightful counselling should be encouraged among LGBT adolescents. The purposeful intervention might enable early identification of psychological problems, and in turn, enables early psychosocial interventions that will address the prevailing psychological distress experienced among LGBT adolescents because of bullying victimisation.
Journal Of Education, Teaching and Learning, Sep 5, 2022
Despite emerging evidence from research studies showing positive influence of computer based lear... more Despite emerging evidence from research studies showing positive influence of computer based learning on quality of education and academic achievement of learners, there is very limited research studies that synthesises factors that influence or contributes to the success or effectiveness of computer based learning methods. The purpose of this systematic review was to synthesise factors that influences the efficacy of computer based learning. We followed the protocol from preferred reporting items for systematic reviews and meta-analyses (PRISMA). Major electronic educational databases were searched. In total, 20 studies that met inclusion criteria were reviewed in this study. After completing thematic analysis of the included studies, findings revealed that students' characteristics factor such as attitudes, self-discipline, prior knowledge of computer use and motivation, also infrastructure factor such as easy access to computer and availability of technology influenced the efficacy of Computer Based Learning. Recommendations from the research reports are discussed.
E-Journal of Humanities, Art and Social Sciences, Nov 3, 2022
INTRODUCTION Following the outbreak of the COVID-19 pandemic, there was an urgency to limit physi... more INTRODUCTION Following the outbreak of the COVID-19 pandemic, there was an urgency to limit physical contact between people to contain the spread of the virus. One of the more significant changes implemented
International Journal of Emotional Education, Nov 30, 2022
Indications are that cyberstanders can be negatively affected by witnessing cyberbullying inciden... more Indications are that cyberstanders can be negatively affected by witnessing cyberbullying incidents and are even more likely than direct victims of cyberbullying to report symptoms of stress. However, cyberbystanders are understudied in the cyberbullying literature because most research predominantly focuses on perpetrators or direct victims of cyberbullying. This study aimed to explore the lived experiences of adolescent cyberbystanders who witnessed cyberbullying in the COVID-19 era. Twenty adolescent cyberbystanders were purposely selected to participate in this study. The qualitative data was analysed using inductive thematic analysis. The findings demonstrated that cyberbullying has various detrimental effects that include educational, psychological, and emotional consequences for those exposed to it. It is recommended that anticyberbullying programmes should be incorporated into the curriculum so that teachers and educational psychologists can emphasise the negative impact of cyberbullying on bullies, victims and bystanders. With more awareness of the detrimental consequences of cyberbullying on all parties involved, adolescents may become more competent in
International Journal of Emotional Education, Apr 1, 2021
This study aimed to ascertain how the four domains of self-debasing cognitive distortion, namely ... more This study aimed to ascertain how the four domains of self-debasing cognitive distortion, namely personalisation, catastrophising, overgeneralisation and selective abstraction, could predict or inform emotional disturbance in the reactions of bystanders when witnessing bullying behaviour. We utilised purposive sampling to select 10 bystanders of school bullying for participation in the study and performed convenient sampling to select a research site. We conducted interviews that were recorded on a voice recorder and transcribed thereafter. Qualitative data was analysed through inductive thematic analysis. Our findings revealed that personalisation evoked bystanders' self-blame and feelings of guilt, catastrophising amplified their anxiety and fear, overgeneralisation induced and exacerbated their negative perception of school safety, and selective abstraction led to indirect co-victimisation. Based on our findings, we recommend that school psychologists, counsellors and behavioural healthcare service providers should teach victims of bullying, especially bystanders, how to recognise, challenge and reappraise negative and unhelpful thoughts and feelings related to their experiences.
Journal of Education, 2021
Bystanders of school bullying are relatively under-researched in the literature on bullying becau... more Bystanders of school bullying are relatively under-researched in the literature on bullying because most studies in this area focus primarily on bullies or on the direct victims of bullying. In this study, we aimed to explore the lived experience of early adolescent bystanders who witnessed bullying in a South African school. We followed a qualitative research approach and adopted a phenomenological research design. We purposefully selected 10 early adolescent bystanders to participate in the study. We recorded the interviews that were then transcribed. We used inductive thematic analysis to analyse the qualitative data. The findings of this study revealed the various emotional and behavioural reactions of bystanders to witnessing school bullying. We recommend that anti-bullying programs be included in the curriculum so that teachers and school psychologists can emphasise the negative impacts of bullying that include psychological, educational, and emotional consequences on everyone...
E Journal of Humanities, Are and Social Sciences, 2022
Bullying and psychological distress among adolescents are considered serious social and public he... more Bullying and psychological distress among adolescents are considered serious social and public health concerns. Several research works concerning psychological distress among adolescents as a result of bullying experiences have been conducted but not many studies explore the differences in the bullying experiences of LGBT adolescents and their heterosexual counterparts. Therefore, the purpose of this study was to examine the comparative analyses of traditional bullying, cyberbullying, and psychological distress among heterosexual and LGBT adolescents in South Africa. The study adopted an ex-post-facto research design. A total of 140 respondents (73.6% self-identified as heterosexual and 26.4% as LGBT adolescents) who are students, were engaged using purposive random sampling. Participants completed the bullying victimisation components (B1 for the traditional bullying scale and B2 for cyberbullying scale) and the Kessler Psychological Distress Scale (K-10), which measures psychological distress among the study participants. Findings revealed that sexual orientations and gender identities do not significantly influence traditionalbullying victimisation among adolescents (t = 0.065, df = 138, p > .05). However, further analysis revealed that LGBT adolescents (ẋ=53.44; SD=05.03) reported higher experiences of cyberbullying, compared to their heterosexual counterparts (ẋ=45.84; SD=06.57). Consequently, LGBT adolescents (ẋ=30.28; SD=0.75) reported higher experiences of psychological distress because of cyberbullying victimisation, compared to their heterosexual counterparts (ẋ=24.87; SD=03.15). It is recommended that psychological assessments and insightful counselling should be encouraged among LGBT adolescents. The purposeful intervention might enable early identification of psychological problems, and in turn, enables early psychosocial interventions that will address the prevailing psychological distress experienced among LGBT adolescents because of bullying victimisation.
International Journal of Emotional Education, 2022
Indications are that cyberstanders can be negatively affected by witnessing cyberbullying inciden... more Indications are that cyberstanders can be negatively affected by witnessing cyberbullying incidents and are even more likely than direct victims of cyberbullying to report symptoms of stress. However, cyberbystanders are understudied in the cyberbullying literature because most research predominantly focuses on perpetrators or direct victims of cyberbullying. This study aimed to explore the lived experiences of adolescent cyberbystanders who witnessed cyberbullying in the COVID-19 era. Twenty adolescent cyberbystanders were purposely selected to participate in this study. The qualitative data was analysed using inductive thematic analysis. The findings demonstrated that cyberbullying has various detrimental effects that include educational, psychological, and emotional consequences for those exposed to it. It is recommended that anticyberbullying programmes should be incorporated into the curriculum so that teachers and educational psychologists can emphasise the negative impact of cyberbullying on bullies, victims and bystanders. With more awareness of the detrimental consequences of cyberbullying on all parties involved, adolescents may become more competent in
E Journal of Humanities, Arts and Social Sciences, 2022
Notwithstanding the challenges of the COVID-19 pandemic, specifically in the
educational system,... more Notwithstanding the challenges of the COVID-19 pandemic, specifically in the
educational system, research indicated that teachers of learners with special
needs carried out meaningful teaching activities during the COVID-19
pandemic. Although the different strategies employed by teachers of special
needs learners to enhance effective teaching have been thoroughly researched in the field of education, they were not investigated during the COVID-19 pandemic. The purpose of this study was to explore factors that enhance flexible teaching of learners with special needs in South Africa in the COVID-19 era. A phenomenological research design was adopted using a qualitative research approach. Ten teachers were purposefully selected to participate in the study. The interviews were recorded and then transcribed. Inductive thematic analysis was used to analyse the qualitative data. The findings of this study revealed that teachers’ characteristic factors such as attitudes towards the use of ICT, prior knowledge of computer use and motivation, and infrastructural factors such as easy access to computers and availability of technology influenced flexible teaching of learners with special needs in the COVID-19 era. The findings of this research contribute to what is hoped will be a continually expanding body of empirical evidence-based insight about effective, flexible teaching strategies that may increase knowledge of the adoption and integration of flexible teaching in the field of education. Being well informed regarding enabling factors that enhance the effectiveness of flexible teaching is essential when designing and providing instruction to learners in a virtual environment. It is recommended that teachers of learners with special needs should gain new information and ICT skills to enable them to adapt from face-to-face teaching to teaching on virtual platforms, especially as educational institutions and research have shifted focus to understanding sustainable post-COVID-19 pedagogical needs.
Keywords: Flexible teaching, Special needs learners, Special education,
COVID-19 pandemic, Remote learning
Journal of Education, Teaching and Learning, 2022
Despite emerging evidence from research studies showing positive influence of computer based lear... more Despite emerging evidence from research studies showing positive influence of computer based learning on quality of education and academic achievement of learners, there is very limited research studies that synthesises factors that influence or contributes to the success or effectiveness of computer based learning methods. The purpose of this systematic review was to synthesise factors that influences the efficacy of computer based learning. We followed the protocol from preferred reporting items for systematic reviews and meta-analyses (PRISMA). Major electronic educational databases were searched. In total, 20 studies that met inclusion criteria were reviewed in this study. After completing thematic analysis of the included studies, findings revealed that students' characteristics factor such as attitudes, self-discipline, prior knowledge of computer use and motivation, also infrastructure factor such as easy access to computer and availability of technology influenced the efficacy of Computer Based Learning. Recommendations from the research reports are discussed.
Journal of Education, 2021
Bystanders of school bullying are relatively under-researched in the literature on bullying becau... more Bystanders of school bullying are relatively under-researched in the literature on bullying because most studies in this area focus primarily on bullies or on the direct victims of bullying. In this study, we aimed to explore the lived experience of early adolescent bystanders who witnessed bullying in a South African school. We followed a qualitative research approach and adopted a phenomenological research design. We purposefully selected 10 early adolescent bystanders to participate in the study. We recorded the interviews that were then transcribed. We used inductive thematic analysis to analyse the qualitative data. The findings of this study revealed the various emotional and behavioural reactions of bystanders to witnessing school bullying. We recommend that anti-bullying programs be included in the curriculum so that teachers and school psychologists can emphasise the negative impacts of bullying that include psychological, educational, and emotional consequences on everyone who is exposed to it.
The Qualitative Report, 2021
Self-debasing cognitive distortion influences a person's interpretation and increases the likelih... more Self-debasing cognitive distortion influences a person's interpretation and increases the likelihood of negative reactions to events. Despite the theoretical support for the significant influence that cognition has in the onset and maintenance of behavioural and emotional reactions to victimisation, little research has been done on proactive cognitive strategy to down regulate negative emotional and behavioural reactions to witnessing bullying. For this reason, a qualitative descriptive-exploratory design was utilised to explore 10 early adolescent bystanders' reactions to school bullying following a self-debasing cognitive distortion restructuring intervention. Findings indicated that there were reductions in bystanders' negative reactions to witnessing bullying that resulted from challenging the validity and reality of distortions in their thinking patterns. The study recommended that bystanders should be equipped with self-debasing cognitive distortions restructuring skills to root out the source of bias in their thought patterns with a view of down regulating their emotional and behavioural reactions to witnessing bullying.
International Journal of Emotional Education, 2021
This study aimed to ascertain how the four domains of self-debasing cognitive distortion, namely ... more This study aimed to ascertain how the four domains of self-debasing cognitive distortion, namely personalisation, catastrophising, overgeneralisation and selective abstraction, could predict or inform emotional disturbance in the reactions of bystanders when witnessing bullying behaviour. We utilised purposive sampling to select 10 bystanders of school bullying for participation in the study and performed convenient sampling to select a research site. We conducted interviews that were recorded on a voice recorder and transcribed thereafter. Qualitative data was analysed through inductive thematic analysis. Our findings revealed that personalisation evoked bystanders' self-blame and feelings of guilt, catastrophising amplified their anxiety and fear, overgeneralisation induced and exacerbated their negative perception of school safety, and selective abstraction led to indirect co-victimisation. Based on our findings, we recommend that school psychologists, counsellors and behavioural healthcare service providers should teach victims of bullying, especially bystanders, how to recognise, challenge and reappraise negative and unhelpful thoughts and feelings related to their experiences.
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Papers by Segun E M M A N U E L Adewoye
Keywords: ICT, instruction, pedagogy, health education.
educational system, research indicated that teachers of learners with special
needs carried out meaningful teaching activities during the COVID-19
pandemic. Although the different strategies employed by teachers of special
needs learners to enhance effective teaching have been thoroughly researched in the field of education, they were not investigated during the COVID-19 pandemic. The purpose of this study was to explore factors that enhance flexible teaching of learners with special needs in South Africa in the COVID-19 era. A phenomenological research design was adopted using a qualitative research approach. Ten teachers were purposefully selected to participate in the study. The interviews were recorded and then transcribed. Inductive thematic analysis was used to analyse the qualitative data. The findings of this study revealed that teachers’ characteristic factors such as attitudes towards the use of ICT, prior knowledge of computer use and motivation, and infrastructural factors such as easy access to computers and availability of technology influenced flexible teaching of learners with special needs in the COVID-19 era. The findings of this research contribute to what is hoped will be a continually expanding body of empirical evidence-based insight about effective, flexible teaching strategies that may increase knowledge of the adoption and integration of flexible teaching in the field of education. Being well informed regarding enabling factors that enhance the effectiveness of flexible teaching is essential when designing and providing instruction to learners in a virtual environment. It is recommended that teachers of learners with special needs should gain new information and ICT skills to enable them to adapt from face-to-face teaching to teaching on virtual platforms, especially as educational institutions and research have shifted focus to understanding sustainable post-COVID-19 pedagogical needs.
Keywords: Flexible teaching, Special needs learners, Special education,
COVID-19 pandemic, Remote learning