PSYCHODYNAMIC THERAPY AND SELF-ESTEEM IN THE REDUCTION OF ACADEMIC SELF-HANDICAPPING BEHAVIOUR AMONG DISTANCE LEARNERS IN SOUTHWESTERN, NIGERIA

Dr. Ibraheem Adedayo Adediran

Abstract

The purpose of this study was to examine psychodynamic therapy and self-esteem in the reduction of academic self-handicapping behaviour among distance learners in Southwestern, Nigeria. Pretest-posttest, control group quasi-experimental design with a 2x2 factorial matrix was used in the study. The stratified random sampling technique was used in selecting 98 participants from NOUN centres in Southwestern States. The respondents were measured with relevant adopted standardized scales (instruments) and the data obtained was analyzed using t-test statistical analysis. Two (2) research hypotheses were formulated and tested at 0.05 level of significance. The result showed that there was significant difference in the academic self-handicapping behaviour of distance learners exposed to psychodynamic therapy and those in the control group (t= 52.84; p<0.05) and that there was no significant difference in the academic self-handicapping behaviour of distance learners based on self-esteem (t= 2.26; p<0.05). In view of these findings, the study stressed that educational psychologists should intensify their effort to organize seminars/conferences on the implications of psychodynamic therapy as effective interventions towards enhancing academic self-handicapping behaviour of distance learners.