Submitted abstracts for the 2026 NCEP Annual Conference. Use the filters below to search by keyword, author, or sub-theme.
93 abstracts found
This study examined Artificial Intelligence (AI) utilisation and Psychological Capital as predictors of academic motivation among undergraduate students in Awka, Anambra State. A predictive correlational research design was adopted for the study. The study involved 200 undergraduate students, comprising 100 male and 100 female students. Data were collected using the Artificial Intelligence Utilisation Questionnaire (AIUQ), Psychological Capital Questionnaire (PCQ), and Academic Motivation Scale (AMS). The data were analysed using simple linear regression to determine the predictive value of AI utilisation and Psychological Capital on academic motivation, while separate regression analyses were conducted based on gender. The findings showed that AI utilisation significantly predicted academic motivation, accounting for 7.9% of its variance (R = .281, R² = .079, p < .001). Psychological Capital also significantly predicted academic motivation and accounted for 20.5% of its variance (R = .452, R² = .205, p < .001). Gender-based analysis showed that AI utilisation significantly predicted academic motivation among male students (R² = .058, p = .016) and female students (R² = .103, p = .001). Psychological Capital also significantly predicted academic motivation among male students (R² = .126, p < .001) and female students (R² = .291, p < .001). The study concludes that both AI utilisation and Psychological Capital contribute significantly to academic motivation, with Psychological Capital demonstrating the stronger predictive contribution. It recommends responsible AI integration and deliberate efforts to strengthen students' psychological resources. Keywords: Artificial Intelligence utilisation, Psychological Capital, Academic motivation, Undergraduate students, Predictive correlational research
Read More →Youth disengagement from learning is one of the most pressing concerns in contemporary education, and a growing body of evidence provides links between this and the effects of young people's poor mental health. This paper explores the interrelationship between mental health, academic apathy and youth engagement in learning based on conceptual, theoretical, and empirical literature from the last ten years (N = 620) in educational psychology. The study is based on three theories: self-determination theory, self-efficacy theory, and the participation identification model, and mental health distress, academic apathy, and academic engagement were modelled using three instruments: DASS-21, Apathy Evaluation Scale, and Utrecht Work Engagement Scale-Student-9. Data were analysed using descriptive statistics, Pearson correlation, multiple regression and Baron and Kenny mediation analysis. All scales were found to be highly internally consistent (α = .94 – .97), with mental health distress significantly positively associated with academic apathy (r = .57, p < .001), mental health distress and academic performance negatively associated (r = -.45, p < .001), and academic performance and academic apathy negatively associated (r = -.59, p < .001). Mental health distress was found to have a significant indirect (mediated) effect on academic performance through engagement (Sobel z = -10.74, p < .001). The paper concludes that there is a theoretical rationale for combined psychosocial and motivational interventions to tackle youth disengagement. Keywords: mental health, academic apathy, youth engagement, self-determination theory, educational psychology
Read More →This study will examine the perceived influence of Artificial Intelligence (AI) assistance on students’ critical thinking among undergraduates in Nnamdi Azikiwe University, Awka. The study will be guided by three research questions which will focus on the perceived influence of AI assistance on students’ ability to analyse information, evaluate information, solve problems and make decisions as well as generate independent and original ideas. The study will adopt a descriptive survey research design. The population will comprise undergraduate students of Nnamdi Azikiwe University, Awka, from which a representative sample will be selected using an appropriate sampling technique. Data will be collected using a structured questionnaire developed by the researcher based on the objectives and research questions of the study. The data collected will be analysed using mean and standard deviation to answer the research questions. Based on the findings, conclusions will be drawn on the perceived influence of AI assistance on the critical thinking abilities of undergraduate students in the university. Appropriate recommendations will then be made to students, lecturers, university management and other relevant stakeholders on the responsible and effective use of AI-assisted tools in academic activities, with emphasis on ensuring that AI supports rather than replaces students’ independent thinking and intellectual engagement. Keywords: Artificial Intelligence, AI Assistance, Critical Thinking, Undergraduate Students, Higher Education, Nnamdi Azikiwe University
Read More →This study examined economic pressure as a correlate of tertiary institution students’ academic motivation in Abia State University Uturu. Three research questions and three null hypotheses guided the study. A descriptive correlational research design was adopted for the study. 250 students were chosen as respondents of this study through random sampling technique. Economic Pressure Scale (EPS) and Academic Motivation Scale (AMS) were used to measure Economic Pressure and academic motivation respectively. Participants completed self-report measures of economic pressure and academic motivation. To ascertain the reliability of the instruments for the study, 20 copies of the instruments were trial tested using students from Imo State University Owerri, which is outside the study area. The instruments yielded an overall reliability estimates of 0.87 and 0.93 respectively which indicated that the instruments were reliable and were used for the study. The research questions were answered using Pearson Product Moment Correlation analysis while multiple regression analysis was used to test the hypotheses at 0.05 level of significance. Findings revealed a significant relationship between economic pressure and students’ academic motivation. Based on the findings, the study recommends increased provision of scholarships, flexible tuition payment policies, student financial assistance programs, and subsidized academic resources to help reduce the economic burden on students and improve their academic motivation. Keywords: Economic Pressure, Academic Motivation, Students, Abia State University, Nigeria
Read More →The study investigated the effect of Cognitive Behavioural Therapy (CBT) on entrepreneurial intentions of secondary school students in Home Economics in Nsukka education zone in Enugu State, Nigeria. A pretest posttest non-equivalent control group quasi experimental design was adopted for the study. The study had three purposes, three research questions, and three null hypothesis tested at 0.05 level of significance. The population of the study was 3,130 students in all the co-educational public junior secondary schools class two (JSS11) in Nsukka education zone in Enugu State. The researcher used purposive sampling technique to sample 163 students with erroneous entrepreneurial intentions in Home Economics from four co-educational public junior secondary schools in Nsukka education zone. A simple random sampling technique was used to assign the four co-educational junior secondary schools to the treatment and control group schools. The instrument used for collecting of data for the study was the Home Economics Students’ Entrepreneurial Intention Questionnaire (HSEIQ). The Cognitive Behavioural Therapy Intervention Manual (CBTIM) on erroneous entrepreneurial intentions in Home Economics was used for treatment. The instrument and the treatment manual were face- validated by three experts from the Faculty of Education, University of Nigeria, Nsukka. The internal consistency estimate of the instruments was determined using the Cronbach Alpha Method, which resulted in a calculated coefficient alpha of 0.84. The study employed mean and standard deviation to answer the research questions and used analysis of covariance (ANCOVA) to test the null hypotheses at a 0.05 level of significance. Major findings of the study revealed that students who participated in Cognitive Behavioural Therapy intervention (experimental group) demonstrated significant reduction in erroneous entrepreneurial intentions in Home Economics compared to their counterparts in the waitlisted control group who did not receive the treatment. Also, it was revealed that gender had no significant influence on the erroneous entrepreneurial intentions of secondary school students in Home Economics in Nsukka education zone in Enugu state and that the interaction effect of treatment and gender was not significant. The study concluded that Cognitive Behavioural Therapy is effective in managing students’ erroneous entrepreneurial intentions in Home Economics in both male and female students. The key educational implication of the study is that Cognitive Behavioural Therapy equips students with strategies to rebut and avert cognitive distortions such as erroneous entrepreneurial intentions in Home Economics and increase the students' entrepreneurial intentions in Home Economics career practices. The study recommended among others that Cognitive Behavioural Therapy strategies should be used by Home Economics teachers in managing erroneous entrepreneurial intentions of secondary school students in Home Economics and in other subject areas. Keywords: Cognitive Behavioral Therapy (CBT), Entrepreneurial Intensions, Home Economics
Read More →This study examined the psychology of money and financial attitudes as predictors of educational disengagement among university students in South East Nigeria. Conducted in Abia, Anambra, Ebonyi, Enugu, and Imo States, the study adopted a correlational research design with six research questions and six corresponding null hypotheses. The population comprised 3,250 undergraduate students from five public universities (University of Nigeria, Nsukka; Nnamdi Azikiwe University, Awka; Alex Ekwueme Federal University, Ndufu Alike; Michael Okpara University of Agriculture, Umudike; and Imo State University, Owerri), with a sample of 500 students drawn through multi-stage sampling. Data were collected using the Money Attitude Scale (MAS), Financial Stress Scale (FSS), and Educational Disengagement Scale (EDS), with reliability coefficients of 0.82, 0.79, and 0.84 respectively. Data were analysed using descriptive statistics, while Pearson Product Moment Correlation and multiple regression analysis tested the hypotheses at 0.05 significance level. Findings revealed a significant positive relationship between money attitudes and educational disengagement (r = 0.438, p < 0.01), indicating that students with maladaptive money attitudes—characterised by materialism, money-worship, and quick-wealth orientation—reported higher withdrawal from academic tasks. Financial stress significantly predicted educational disengagement (β = 0.412, p < 0.001), with inability to pay bills, difficulties in paying school fees, and inability to purchase required academic materials emerging as the most significant predictors. Psychological resilience partially mediated the relationship between financial capability and educational engagement (β = 0.184, p < 0.01). The study recommended financial literacy interventions to address maladaptive money attitudes and financial stress, and a longitudinal study on the relationship between money attitudes, financial stress, and academic engagement over time. Keywords: Psychology Of Money, Financial Attitudes, Educational Disengagement, University Students, South East Nigeria, Financial Stress
Read More →This study investigated mental health issues as predictors of learning engagement among secondary school students in Obio/Akpor Local Government Area of Rivers State. The study examined the extent to which selected mental health issues, such as depression, anxiety and psychological distress as predictors of students' learning engagement. A correlational research design was adopted for the study. The population comprised of 12,123 secondary school students in Obio/Akpor Local Government Area of Rivers State, from which a sample of 340 was selected using multi-stage sampling procedure. Data were collected using two instruments; they are Mental Health Issues Scale (MHIS) and Learning Engagement Scale (LES). These instruments were validated by two experts in the Area of Measurement and Evaluation. The reliability of instrument was determined using Cronbach Alpha method. The coefficient obtained are 0.73 and 0.88 for Health Issues Scale (MHIS) and Learning engagement Scale (ELS) respectively. Administration of the instruments were done on face to face basis. Research question 1-3 were answered using simple regression while research question 4 was answered using multiple regression. Also, hypotheses 1-3 were tested using t-test associated with simple regression while hypothesis 4 was tested using ANOVA associated with multiple regression. The findings revealed that depression, anxiety and psychological distress significantly predict students' learning engagement among secondary school students in Obio/Akpor Local Government Area of Rivers State. The study concluded that students' mental health is an important factor in their ability to participate actively, persist in academic activities and maintain interest in learning. It was recommended that school counsellors should strengthen school-based mental health screening and counselling services to identify students experiencing psychological difficulties at an early stage. Keywords: mental health issues, depression, anxiety, psychological distress and secondary school students
Read More →This study investigated academic self-efficacy, family stress, and motivation as correlates of academic apathy among secondary school students in Nsukka Local Government Area of Enugu State. The study was guided by four research questions and four hypotheses. The study adopted correlational research design. The population comprised 22,341 secondary school students in Nsukka Local Government Area, from which a sample 300 students was selected using multi-stage sampling procedure. Data were collected using four instruments; they are Academic Self-Efficacy Scale (ASES), Family Stress Scale (FSS), Motivation Scale (MS) and Academic Apathy Scale (AAS). These instruments were validated by two experts in the Area of Measurement and Evaluation. The reliability of instrument was determined using Cronbach Alpha method. The coefficient obtained are 0.78, 0.68, 0.84 0.92 for Academic Self-Efficacy Scale (ASES), Family Stress Scale (FSS), Motivation Scale (MS) and Academic Apathy Scale (AAS) respectively. Administration of the instruments were done on face to face basis. Research question 1-3 were answered using simple regression while research question 4 was answered using multiple regression. Also, hypotheses 1-3 were tested using t-test associated with simple regression while hypothesis 4 was tested using ANOVA associated with multiple regression. The findings showed that academic self-efficacy significantly predict academic apathy among secondary school students. The findings further indicated that family stress and motivation significantly predict academic apathy. The combined result showed that academic self-efficacy, family stress, and motivation significantly predict academic apathy among the students. The study concluded that students' beliefs about their academic capabilities, the level of stress experienced within their families, and their motivation toward learning are important factors associated with academic apathy. Based on the findings, it was recommended that school counsellors should develop interventions aimed at strengthening students' academic self-efficacy and motivation while providing appropriate counselling support for students experiencing family-related stress. Keywords: Academic self-efficacy, family stress, motivation, academic apathy and secondary school students.
Read More →In this study, the researcher explored peer pressure and academic motivation as correlates of educational disengagement among secondary school students in Imo State. The study adopted the correlational research design. The population of the study comprised 94,963 students in 298 public senior secondary schools in Imo State. A sample size of 398 students was determined using the Taro Yamane formula and selected from 30 public senior secondary schools in Imo State using cluster sampling and simple random sampling techniques. The instruments for data collection were three rating scales titled, Peer Pressure Rating Scale (PPRS), Academic Motivation Rating Scale (AMRS), and Educational Disengagement Rating Scale (EDRS). Three research specialists validated the instruments. Reliability coefficients of 0.83 for the PPRS, 0.81 for the AMRS, and 0.88 for the EDRS were obtained using Cronbach Alpha statistics. The research questions were answered using Pearson Product Moment Correlation Coefficient, while the t-test of the significance of Pearson r statistics was used to test the hypotheses at 0.05 level of significance. The finding revealed that there is a high, positive and significant relationship between peer pressure and educational disengagement among secondary school students in Imo State. It was also revealed that there is a high, negative and significant relationship between academic motivation and educational disengagement among secondary school students in Imo State. It was recommended among others that school psychologists and teachers should strengthen peer-support and peer-mentoring programmes in secondary schools to encourage students to associate with peers who promote positive academic behaviours, responsible decision-making, regular school attendance, and active participation in educational activities.
Read More →This study was motivated by concerns about students’ level of participation, commitment and involvement in academic activities within the university environment. It investigated self- motivation and peer influence as predictors of academic engagement among undergraduates in Nnamdi Azikiwe University, Awka, Anambra state. The study was guided by three research objectives, three research questions and three hypotheses. A correlational research design was adopted for the study. The population of the study comprised all the undergraduate students of Nnamdi Azikiwe University, Awka for the 2025/2026 session. A sample of 480 respondents were, selected using a convenient sampling techniques. Data were collected using three instrument adapted from standardised instruments. Three instruments used for data collections are Self- motivation Questionnaire (SMQ), Peer Influence Questionnaire (PIQ) and Academic Engagement Questionnaire (AEQ). The instruments were validated by experts in Educational Foundations. The reliability of the instruments was determined using the Cronbach alpha method and they yielded reliability coefficient indices of 0.70, 0.80, and 0.85 for SMQ, PIQ and AEQ respectively. The data analysis was done using the co-efficient of determination to answer research questions, while simple linear regression analyses was used to test the null hypotheses. The findings reveal a significant positive correlation between the two independent variables (self-motivation and peer influence) with the dependent variable (academic engagement). The study concluded that peer influence and self- motivation are significant predictors of academic engagement. The study recommended that the university should strengthen students’ motivational programmes, academic counselling, and positive peer- mentoring initiative to enhance undergraduate’s engagement and participation in learning activities. The study will also add to the existing literature on academic engagement. The key words: Self-Motivation, Peer Influence, Academic engagement, undergraduates, Nnamdi Azikiwe University.
Read More →This study assessed the perception of metacognition in digital enhanced learning environments among senior secondary school students in Anambra State, Nigeria. The study addressed three research questions. The study employed a descriptive survey design. The population of the study consisted of 68,420 SS2 students in public secondary schools in Anambra State. A sample of 800 respondents was selected using a multi-stage sampling technique. A structured questionnaire was used to collect data from the respondents. The questionnaire was validated by experts and tested for reliability using Cronbach Alpha. Mean scores and standard deviations were used to analyze the data. The findings of the study revealed that students have moderate awareness of their personal learning strengths and weaknesses when using digital learning tools, including identifying suitable digital resources and recognizing learning needs. The study also revealed that students use basic evaluation strategies such as quizzes, feedback, and adjustment of study methods, but lack structured practices like learning journals. Furthermore, the study revealed that metacognitive experiences such as confidence, confusion, anxiety, and frustration significantly affect students’ persistence and engagement with digital learning environments. The study concluded that metacognitive skills are critical to maximizing the benefits of digital enhanced learning for students in Anambra State. It was recommended that the government integrate metacognitive skills training into the digital literacy curriculum, provide regular training for teachers on teaching self-regulated learning strategies, and ensure digital learning platforms have feedback and progress tracking features to support students’ learning. Keywords: Metacognition, Digital Enhanced Learning Environment, Self-Regulated Learning, Senior Secondary School Students
Read More →This study was motivated by concerns about students’ level of participation, commitment and involvement in academic activities within the university environment. It investigated self- motivation and peer influence as predictors of academic engagement among undergraduates in Nnamdi Azikiwe University, Awka, Anambra state. The study was guided by three research objectives, three research questions and three hypotheses. A correlational research design was adopted for the study. The population of the study comprised all the undergraduate students of Nnamdi Azikiwe University, Awka for the 2025/2026 session. A sample of 480 respondents were, selected using a convenient sampling techniques. Data were collected using three instrument adapted from standardised instruments. Three instruments used for data collections are Self- motivation Questionnaire (SMQ), Peer Influence Questionnaire (PIQ) and Academic Engagement Questionnaire (AEQ). The instruments were validated by experts in Educational Foundations. The reliability of the instruments was determined using the Cronbach alpha method and they yielded reliability coefficient indices of 0.70, 0.80, and 0.85 for SMQ, PIQ and AEQ respectively. The data analysis was done using the co-efficient of determination to answer research questions, while simple linear regression analyses was used to test the null hypotheses. The findings reveal a significant positive correlation between the two independent variables (self-motivation and peer influence) with the dependent variable (academic engagement). The study concluded that peer influence and self- motivation are significant predictors of academic engagement. The study recommended that the university should strengthen students’ motivational programmes, academic counselling, and positive peer- mentoring initiative to enhance undergraduate’s engagement and participation in learning activities. The study will also add to the existing literature on academic engagement. The key words: Self-Motivation, Peer Influence, Academic engagement, undergraduates, Nnamdi Azikiwe University.
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