MODERATING EFFECT OF SCHOOL ADJUSTMENT ON ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOL STUDENTS EXPOSED TO COMMUNITY VIOLENCE IN BANDIT PRONE AREAS OF NORTHWEST NIGERIA

Sagir Ibrahim Sayyadi, PhD, Muhammad Adamu Kwankwaso, PhD, Muhammad Adamu Kwankwaso, PhD

Abstract


This study investigated the moderating effect of school adjustment on academic performance of secondary students exposed to community violence in banditry prone areas of northwestern Nigeria. Three objectives and three null hypotheses guided the study. Ex-post facto research design was adopted for the study. The population of the study consists of 1,571,098 secondary school students distributed across 2,424 public secondary schools in northwestern Nigeria, comprising both male and female students. 384 secondary school students distributed across four states served as the sample size for the study. The sample were selected using multistage sampling technique. Children’s Exposure to Community Violence Scale (CECV), and Adjustment Inventory for School Students (AISS) were used to collect data for the study. Findings revealed that Inverse relationship was found between exposure to community violence and academic performance among secondary school students in banditry prone areas of northwestern Nigeria (β = -0.657, t = 11.597, p = 0.000); and School adjustment reduces the inverse relationship between exposure to community violence and academic performance among secondary school students in banditry prone areas of northwestern Nigeria (β = 0.190, t = 4.596, p = 0.000, f2 = 0.068). It was recommended based on the findings that psychologists should sensitize students, parents and teachers on the moderating roles of school adjustment in order to boost school adjustment and enhance academic performance among the students; Conferences, workshops and seminars should be organized by psychologists school adjustment in order to boost school adjustment and enhance academic performance among students.


Keywords


exposure, community violence, school adjustment, academic achievement.

Full Text:

PDF

References


Adam, M., Yushau, B., & Danjuma, I. (2020). Achievement goals and school adjustment as correlates to academic performance among students of Abubakar Tafawa Balewa University, Bauchi. International Journal of Education and Evaluation, 6(5).

Beran, T. N., & Violato, C. (2010). Structural equation modeling in medical research: a primer. BMC Research Notes, 3(1). https://doi.org/10.1186/1756-0500-3-267

Biddle, B. J., & Marlin, M. M. (1987). Causality, Confirmation, Credulity, and Structural Equation Modeling. Child Development, 58(1). https://doi.org/10.2307/1130287

Chandel, P. K., Lakhani, P. K., & Jain, K. (2017). School Adjustment, Motivation and Academic Achievement among Students. International Journal of Research in Social Sciences, 7(10), 333–348.

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). New York: Routledge.

Darawshy, N. A.-S. (2020). Israeli Palestinian Adolescents’ Exposure to Community Violence and their Academic Achievements: The Indirect Effects of Internalizing and Externalizing Symptoms and Parental Psychological Well-Being. Journal of Child and Family Studies, 29(12), 3408–3419. https://doi.org/10.1007/s10826-020-01841-y

Hardaway, C. R., Larkby, C. A., & Cornelius, M. D. (2014). Socioemotional adjustment as a mediator of the association between exposure to community violence and academic performance in low-income adolescents. Psychology of Violence, 4(3), 281–293. https://doi.org/10.1037/a0036375

IOM. (2019). IOM Global Report 2019 Operations and Emergencies. Retrieved from www.iom.int

Joe, A. I., Kpolovie, P. J., Osonwa, K. E., & Iderima, C. E. (2014). Modes of admission and academic performance in Nigerian Universities. Merit Research Journal of Education and Review, 2(9), 203–230.

Ki, P. (2018). School adjustment and academic performance: influences of the interaction frequency with mothers versus fathers and the mediating role of parenting behaviours. Early Child Development and Care, 190(7), 1123–1135. https://doi.org/10.1080/03004430.2018.1518904

Kline, R. B. (2016). Principles and Practice of Structural Equation Modeling (4th ed.). New York: Guilford Press.

Koposov, R., Isaksson, J., Vermeiren, R., Schwab-Stone, M., Stickley, A., & Ruchkin, V. (2021). Community Violence Exposure and School Functioning in Youth: Cross-Country and Gender Perspectives. Frontiers in Public Health, 9. https://doi.org/10.3389/fpubh.2021.692402

Lamas, H. A. (2015). School Performance. Propósitos y Representaciones, 3(1), 351–386. https://doi.org/10.20511/pyr2015.v3n1.74

McGill, T. M., Self-Brown, S. R., Lai, B. S., Cowart-Osborne, M., Tiwari, A., LeBlanc, M., & Kelley, M. Lou. (2014). Effects of Exposure to Community Violence and Family Violence on School Functioning Problems among Urban Youth: The Potential Mediating Role of Posttraumatic Stress Symptoms. Frontiers in Public Health, 2. https://doi.org/10.3389/fpubh.2014.00008

Narad, A., & Abdullah, B. (2016). Academic Performance of Senior Secondary School Students: Influence of Parental Encouragement and School Environment. Rupkatha Journal on Interdisciplinary Studies in Humanities, 8(2), 12–19. https://doi.org/10.21659/rupkatha.v8n2.02

Nnamani, C. N., Dikko, H. G., & Kinta, L. M. (2014). Impact of Students’ Financial Strength on their Academic Performance: Kaduna Polytechnic Experience. African Research Review, 8(1), 83. https://doi.org/10.4314/afrrev.v8i1.7

Okoli, A. C. (2019, May 21). Kidnapping for ransom has become Nigeria’s latest security problem. Quartz Africa. Retrieved from https://qz.com/africa/1624376/kidnapping-for-ransom-is-nigerias-latest-security-problem/

Palomar-Lever, J., & Victorio-Estrada, A. (2017). Academic success of adolescents in poverty. Social Psychology of Education, 20(3), 669–691. https://doi.org/10.1007/s11218-017-9389-7

Perfect, M. M., Turley, M. R., Carlson, J. S., Yohanna, J., & Saint Gilles, M. P. (2016). School-Related Outcomes of Traumatic Event Exposure and Traumatic Stress Symptoms in Students: A Systematic Review of Research from 1990 to 2015. School Mental Health, 8(1), 7–43. https://doi.org/10.1007/s12310-016-9175-2

Reich, H. A., & Flanagan, K. S. (2010). School Adjustment. In The Corsini Encyclopedia of Psychology (pp. 1–1). Wiley. https://doi.org/10.1002/9780470479216.corpsy0824

Research Advisors. (2006). Required sample size from the research advisors. Retrieved from http://www.research-advisors.com/tools/SampleSize.htm

Schneider, S. (2020). Associations between childhood exposure to community violence, child maltreatment and school outcomes. Child Abuse & Neglect, 104, 104473. https://doi.org/10.1016/j.chiabu.2020.104473

Shah, J. K., & Sharma, B. (2012). A study on social maturity, school adjustment and academic achievement among residential school girls. Journal of Education and Practice, 3(7), 69–80.

Siddiqui, K. (2013). Heuristics for sample size determination in multivariate statistical techniques. World Applied Sciences Journal, 27(2), 285–287. https://doi.org/10.5829/idosi.wasj.2013.27.02.889

Silva, C. N. (2010). Ex Post Facto Study. In N. J. Salkind (Ed.), Encyclopedia of Research Design. 2455 Teller Road, Thousand Oaks California 91320 United States : SAGE Publications, Inc. https://doi.org/10.4135/9781412961288.n145

Sinha, A. K. P., & Singh, R. P. (1993). Manual for adjustment inventory for school students (AISS). National Psychological Corporation, Kacheri Ghat, Agra-2.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Sagir Ibrahim Sayyadi, PhD, Muhammad Adamu Kwankwaso, PhD, Muhammad Adamu Kwankwaso, PhD

 

 

 

 ISSN (PRINT):    2734 - 2522

 ISSN (ONLINE):  2734 - 2514

 

 

 

   

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.