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n IFE PsychologIA : An International Journal - The moderating effect of home setting and religion affiliation on the effectiveness of contingency management and cognitive self instruction on bullying behaviour of secondary students in Nigeria

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Abstract

Bullying constitutes a significant threat to the mental, social and physical wellbeing of school children. As an old phenomenon and worldwide problem, it has defied several efforts to curb it. This study examined the effects of contingency management and cognitive self-instruction on bullying behaviour among secondary school students in Ogun state, Nigeria. The population for the study consisted of bullies in public secondary schools in Ogun state. Stratified random sampling technique was used to select three schools and purposive sampling was used to select the participants. The study adopted a3x2x2 pre-test and post test experimental research design consisting of two treatment groups and one control group. Adolescent Peer Relation Inventory (APRI) was the instrument used for data collection and a total number of one hundred and fourteen students participated. Analysis of covariance (ANCOVA) was used to analyse the three hypotheses formulated at the 0.05 level of significance. Results revealed a significant effect of cognitive self-instruction, contingency management and control on bullying behaviour (F = 6.444: p<0.05). Also religion affliation (F = .121; p > 0.05) and age (F = 2.081; p > 0.05) individually did not affect bullying behaviour. Based on these findings, it was recommended that psychologists, counsellors, parents, teachers and social workers should use these treatment packages in controlling bullying behaviour among secondary schools students. Also the government should sponsor seminars/workshops for school counsellors and educational psychologists on how to use cognitive self-instruction and contingency management techniques in controlling bullying behaviour.

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/content/ifepsyc/21/2/EJC141123
2013-09-01
2016-12-08
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